RitsDMUCH
Research Center for
Disaster Mitigation of Urban Cultural Heritage,
Ritsumeikan University

Holy statue being rescued by the cultural assets salvage team
The Great Hanshin-Awaji Earthquake, 1995. Eikonji-Temple,
Kawanishi-shi, Hyogo, Japan
Source: Haruo Nakano

Cover Page Image Credits :Remains of Catholic Basilica after the earthquake in 2011.
Source: Bryan Lintott

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Disaster Risk Managementof Cultural Heritagein Urban Areas
Published by:
Research Center for Disaster Mitigation of Urban Cultural Heritage,
Ritsumeikan University (RitsDMUCH), Kyoto, Japan
Supported by:
UNESCO World Heritage Centre
ICCROM
Ritsumeikan University Global COE
Authors: Rohit Jigyasu, UNESCO Chair Professor, RitsDMUCH
Vanicka Arora, Conservation Architect
Advisors: Kenzo Toki, Director and Professor, RitsDMUCH
Giovanni Boccardi, UNESCO World Heritage Centre
Joseph King, Director, Sites Unit, ICCROM
Takeyuki Okubo, Professor, RitsDMUCH
Naoko Itaya, Associate Professor, RitsDMUCH			
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Printed by: NPC Co., Ltd 1-9-19, Tenma, Kita-Ku, Osaka-City,530-0043, Japan

ISBN: 978-4-9907044-0-7© All rights reserved.
No part of this book may be reproduced, restored in retrieval system, or transmitted in any form
without the written permission from the Publisher.

Authors
Rohit Jigyasu, UNESCO Chair Professor, RitsDMUCH
Vanicka Arora, Conservation Architect

A training guide for
conducting courses inDisaster Risk Management
for Cultural Heritage in
Urban Areas

Contents
Preface..........................................................................8

1

SectionIntroduction

1.1 Background...................................................12• Disasters and urban cultural heritage: the need
For capacity building.............................................12• RitsDMUCH and the international training
course on disaster risk management of cultural
heritage.............................................................14• Learning and outcomes of previous courses
organised by RitsDMUCH....................................16

1.2 Objectives of the Training Guide.....................18
1.3 Users of the Training Guide............................20
1.4 How to Use the Guide....................................21

2

SectionCoursePlanning and
Implementation

2.1 Objectives of Training....................................25• Core objectives..................................................25• Additional objectives............................................25

2.2 Designing the Course...................................26• Thematic focus...................................................26• Target audience..................................................28• Duration of the course.........................................29• Geographical context, planning framework andinstitutional capacity available................................30

2.3 Selection of Participants.................................31
2.4 Framework for Developing the Course
Content ........................................................33
2.5 Pedagogical Strategies..................................36
2.6 Preparation of Resource Material...................43• Selection of experts.......................... .................43• Session outlines.......................... ......................43• Course overview and participants’ introductions.....45• Background information for case study projects.....45

2.7 Delivering the Course.....................................47• Before the course...............................................47• During the course...............................................48• After the course.................................................49

6

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

3

SectionCourse Contents
and Detailed
Teaching
Strategies

3.1 Background of the Field, Approaches andPrinciples....................................................52• Cultural heritage in the urban environment.........55• Impact of disasters on cultural heritage..............58• Key terminologies and relationships..................61• Approach and principles for disaster risk
management for cultural heritage......................64• Evolution of the field.........................................67

3.2 Risk Assessment........................................70• Risk identification, analysis and constructing
disaster scenarios............................................73• Evaluating disaster scenarios for prioritisation......86
3.3 Preventing and Mitigation..............................90• Approaches for risk prevention/mitigation...........93• Reducing disaster risks from various hazards.....98

3.4 Emergency Preparedness and Response 110• Planning and procedures for emergency
preparedness for people and heritage.............113

3.5 Recovery and Rehabilitation......................124• Damage assessment.....................................127• Post disaster recovery planning.......................134• Repair and restoration of cultural heritage.........140• Linking recovery to mitigation...........................143

3.6 Integrating Disaster Risk Management into
Overall Planning and Management............146• Linking with other plans and management
Systems ......................................................149• Community engagement................................152• Communication tools and media.....................155• Implementation and review of plans.................156

4

SectionConclusion

4.1 Conclusion of the Course and Evaluation...160• Assessing participants’ progress ......................160• Assessing the course......................................162

4.2 Linking the Course to Long Term Capacity
Building Initiatives ......................................164• Fostering partnerships through training...............164

Abbreviations ..............................................168
Technical Terms...........................................168
Relevant Charters And Recommendations....170
List of Resource Persons..............................171
List of Participants.......................................174
Contents7

Preface“Like a phoenix descended to earth” - The Great Hanshin-Awaji (Kobe) Earthquake, 1995. Ikuta-Shirine, Kobe, Japan©Shinchosha Publishing Co.Ltd. / Photo: Akio Nonaka

In 2003, the Japanese Ministry of Education, Culture, Sports, Science andTechnology launched a research program to promote the establishment of“Centers of Excellence” in universities. This five years program covered all
the fields of natural and social sciences. Most Japanese universities applied
to the COE program, and Ritsumeikan University submitted a proposal under
the title “Education, Research and Development of a Strategy for Disaster
Mitigation of Cultural Heritage and Historic Cities”. This proposal, preparedby a research group with researchers of several faculties, was accepted aftera very competitive selection process by the Japanese Government. The
approved activities of education and research began in 2005.
The main objectives of the COE program as a whole were the establishmentof vigorous research centers and the provision of high level education for
graduate students. The specific goal of Ritsumeikan’s COE programme
was the linking together of the fields of conservation of cultural heritage

8

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

and disaster risk reduction. In the past, education and research in these
two fields have been conducted using quite different concepts, with key
issues being treated differently for cultural heritage, disaster risk, and highlevel education. There was very little integration despite areas of common
concern. The Ritsumeikan COE has tried to unify the treatment of theseimportant concepts through the development of an International Training
Course on Disaster Risk Management of Cultural Heritage in which people
from around the world, belonging to the cultural heritage and disaster risk
fields, can study together. The importance of connecting these fields inorder to protect the cultural heritage from natural hazards like earthquakes,
fires, landslides and floods cannot be underestimated.
This training course is the first attempt at the international level to provide
high level educational opportunities on the topic natural disasters forpeople in the cultural heritage field and on the topic of cultural heritagefor people in the natural disaster field. In the 7 years that the course has
been implemented, 64 people from 26 countries have been trained. This
number, the maximum possible given the limited budgets available, may
be considered small, but it is an important starting point. Further, it isclear that there is a strong ongoing demand for the course. In 2012, thenumber admitted was 8, but these were selected out of 175 applicant
from 50 countries.
The implication of these numbers is clear. There is a strong recognition of
the significance of the training course throughout the world. For this reason,
Ritsumeikan University has decided to provide the budget to continue thetraining course in the future, in spite of the fact that the COE program of theJapanese Government will conclude at the end of March 2013.
It is hoped that activities linking the fields of cultural heritage conservationand disaster risk reduction will continue to expand throughout the worldand spread to many other kind of organisations. The final aim must be theprotection of the various kind of cultural heritage from natural disasters. It is
my sincere wish that this book will provide a resource for those who want toundertake this important work in the future.

Kenzo Toki
Director,

Research Center for Disaster Mitigation of Urban Cultural Heritage,
Ritsumeikan University

Preface9Section 1
Introduction

10

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas1.1 Background...................................................12• Disasters and urban cultural heritage: the need
For capacity building.............................................12• RitsDMUCH and the international training
course on disaster risk management of cultural
heritage.............................................................14• Learning and outcomes of previous courses
organised by RitsDMUCH....................................16

1.2 Objectives of the Training Guide.....................18
1.3 Users of the Training Guide............................20
1.4 How to Use the Guide....................................21

Section 1 | Introduction111.1 Background
Disasters and Urban Cultural
Heritage: The Need for Capacity
Building	  Image Ref. 1.1
Remains of the Anglican Christchurch
Cathedral after the earthquake in 2011 inChristchurch, New Zealand
Source: Bryan Lintott

12Over the past several years, there have been frequent reportsof large-scale disasters across the globe. In addition tocausing enormous loss of life and property, these disasters
have caused widespread damage to the cultural heritage ofthese towns and cities. Recent disasters such as Hurricane
Sandy, which swept across the north-eastern part of theUnited States in 2012, the Great East Japan Earthquake andChristchurch Earthquake in 2011, are just some examples ofthe extreme vulnerability of cultural heritage and the lack ofresources and planning in place to protect it. It is essential totake proactive measures to reduce risks to cultural heritage
from these catastrophic events through adequate mitigationand preparedness. Cultural heritage, in both its tangible andintangible manifestations, is essential for a city’s cultural identity
and history. Given the exponential rate of urbanisation, andthe inherent risks that are faced by dense urban areas, there
is a need for a specialised approach to risk management of
cultural heritage in urban areas. In light of these challenges,
developing a disaster risk management strategy for cultural
heritage is of paramount importance within the overall planningand management frameworks. Comprehensive disasterrisk management plans need to be formulated based on
the specific characteristics of cultural heritage and nature ofhazards within a regional context. These plans should take
into account the principles of risk management, response tohistoric, aesthetic and other values of cultural heritage, and, atthe same time, address greater urban development challenges.
Such planning requires skilled professionals, administrators andpolicy makers who are able to take into consideration various
aspects for developing risk management plans of cultural
heritage sites and their settings through participation of local
people.

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 1.2
The Great East Japan Earthquake andTsunami in Tohoku, 2011
Source: Koichiro Tezuka, The Mainichi
Newspapers, AFLO

Several government and institutional organisations haverecognised the need for building the capacity amongprofessionals, administrators and policy makers to addressthese issues, however there are very few programmes which
offer focused training for disaster risk management that is
specifically tailored to the needs of cultural heritage. This
training guide, compiled by the Cultural Heritage and Risk
Management Project of Ritsumeikan University’s ResearchCenter for Disaster Mitigation of Urban Cultural Heritage(RitsDMUCH), intends to address this gap. This guide has
been compiled with the primary objective of providing a detailed
framework for institutions, governments and non‐governmentalorganisations to carry out their own training and capacity
building exercises for professionals, administrators and policy
makers engaged in the fields of heritage as well as disastermanagement. These training programmes can be tailoredto address varying scales and types of disasters as well as
to relate to different types of cultural heritage sites and their
settings, so that participating individuals and organisations
are equipped to develop their own comprehensive risk
management plans for the specific cultural heritage properties
for which they are responsible

Section 1 | Introduction

	
  

13

RitsDMUCH and the International
Training Course on Disaster Risk
Management of Cultural Heritage
The International Training Course on Disaster Risk Managementof Cultural Heritage was introduced at RitsDMUCH, Kyoto in
the year 2006, as part of the UNESCO Chair Programme. A
Special Thematic Session on Risk Management for Cultural
Heritage had been organised during the World Conference
on Disaster Reduction (UN-WCDR) in January 2005 in Kobe,
Hyogo, Japan. One of the outcomes of the conference was
highlighting the urgent need for the academic community todevelop rigorous scientific research, education and training
programmes incorporating cultural heritage in both its tangible
and intangible manifestations, into the subject areas of risk
management and disaster recovery. RitsDMUCH had alreadybeen preparing for an International Training Course; and therecommendations of the conference helped steer the planningof such courses. The course, now in its eighth consecutive
year has significantly evolved and has become popular amongprofessionals, researchers and decision makers from the cultural
heritage as well as disaster management sides.
The course includes field‐based learning, class lectures andpresentations. Additionally, academic support is provided by
the resource persons to the course participants for developing
disaster risk management plans for cultural heritage properties
in their respective countries. This course has been organised incooperation with the World Heritage Centre and the Division ofCultural Heritage at UNESCO, ICCROM, ICOMOS, and Agency
for Cultural Affairs as well as other relevant institutions of thegovernment of Japan. However due the limited resources,
only 8‐10 applicants are trained annually through this course.
Considering the increasing need for capacity building inthis area, it is important that the vast body of experiencefrom this course available in the forms of its academic
content, pedagogy as well organisation and methodology iscommunicated to a global audience. It is essential that similarcourses are organised by institutions/organisations in otherregions of the world. Therefore RitsDMUCH decided to develop
the Training Guide for Disaster Risk Management of Cultural
Heritage in Urban Environment with the support of UNESCO‐

14

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 1.3
Participants from various nationalities
engaged in a workshop organised as partof the International Training Course, 2012
Source: RitsDMUCHWorld Heritage Centre and ICCROM.
RitsDMUCH intends to act as the hub for institutions concernedwith organising such courses and also as a resource bank forexperts as well as teaching material. It is willing to contribute asa hub until similar organisations are well established and able tofunction independently.

Section 1 | Introduction

15

Learning and Outcomes of Previous
Courses Organised by RitsDMUCH
The International Training Course has evolved significantly since
its first session in 2006, which consisted of eight participantsfrom four countries that had been struck by major disasters.
Based on the experience of the first year, the course wasmodified in 2007 to closely interlink the lectures, site visits andworkshops. The second year also focused on participants
developing their own disaster risk management plans, whichenabled interactive training sessions and an exchange ofknowledge between participants. In its third year, the training
course was refined significantly and the primary focus
shifted towards making the course field-based. Many of theworkshops that were conducted were based around site visits
to the World Heritage Sites in Kyoto, Japan.
In the fourth session held in 2009, the training course
introduced a specific thematic focus entitled ‘Earthquake Risk
Management of Historic Urban Areas’. For this purpose, Kyoto
and Kathmandu; two historic cities with rich cultural heritage
but which are both extremely vulnerable to earthquakes, werechosen as the primary case study sites for undertaking field
exercises during the training course. The fifth International
Training course focused on emergency response and longterm recovery of wooden and composite cultural heritage
from earthquakes and fire. The emphasis of the pedagogicalstrategies was on community engagement in disaster risk
management planning at settlement scale. The theme of thesixth year in 2011 was ‘Integrated Approaches for Disaster Risk
Mitigation of Historic Cities.’ The goal of this course was tointroduce participants to approaches which could enable themto proactively protect historic cities from disasters, and develop
mitigation measures to be undertaken through an integrated
approach aimed at comprehensive risk management of urban
cultural heritage.
Given the growing concerns for mainstreaming disaster risk
reduction into sustainable development, the thematic focus of
the 2012 International Training Course was framed as ‘From
Recovery to Risk Reduction for Sustainability of Historic Areas’.
It built upon the lessons from the long-term recovery of theGreat Hanshin Awaji (Kobe) Earthquake of 1995 as well as the16

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 1.4
Participants making observations
during a site visit as part of theInternational Training Course, 2011
Source: RitsDMUCH

challenges presented by the Great East Japan Earthquake andTsunami of 2011. Its focus was on the post disaster recovery ofcultural heritage, extending beyond restoration, to the revival of
tangible and intangible aspects of heritage. It stressed effective
engagement with various stakeholders at city, national andinternational levels for protecting cultural heritage in urban areas
during catastrophic situations.

Section 1 | Introduction171.2 Objectives of theTraining Guide

This training guide builds upon three closely interlinked
components: disaster risk management, cultural heritage
management and urban planning and development. At one
end of the spectrum, it addresses the general principles ofdisaster risk management for cultural heritage, while at the otherit attempts to provide focused learning for participants to deal
with various challenges related to disaster risk management of
cultural heritage within their local context.

18

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

The main objectives of the training guide are:
• To provide interdisciplinary training for participantsin order to equip them to undertake integrated
disaster risk assessment of cultural heritage, build
comprehensive systems for disaster risk management
incorporating various measures aimed at reducing risks,
respond to disasters and recovering from them, andlastly, be able to formulate disaster risk management
plans for cultural heritage that correspond to urban
planning frameworks.
• To equip government organisations, NGOs, theprivate sector, academic institutions and other alliedorganisations to carry out courses in their own regions.
• To provide a resource bank of data and research, andalso to identify potential resource persons who may
help steer such courses. This will eventually constitutea robust international scientific network and build
institutional capacity over an extended period of time.
• To provide teaching/pedagogical tools in an organisedmanner, in the form of case studies, checklists, andworkshop formats that may be adapted depending on
the thematic focus of the course.

Section 1 | Introduction19

1.3 Users of theTraining Guide
This guide is intended to act as a resource for governmentorganisations/ministries/departments, NGOs, the private sector
and academic institutions to carry out courses on disaster risk
management for cultural heritage.
An indicative list of its primary users (Potential Organisers of the
Course) includes:• Disaster risk management institutions at urban, regional or
national levels.
• Cultural heritage management institutions at site, regional
and international levels.
• City administration, municipalities, urban local bodies andplanning departments.
• Educational and research institutions which have specialised
programmes in engineering, planning, and disaster risk
management, conservation of cultural heritage as well as
institutions focusing on trans-disciplinary learning.
• Cultural institutions such as museums, libraries, archives andnational parks.

20

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas1.4 How to Use

the GuideThis guide contains a systematic sequence of modules thathave been arranged based on the integrated disaster risk
management cycle that is described in detail in Section 2.
Each module responds to a specific stage in the disaster risk
management planning process and has been further subdivided into sections. Since the disaster risk management
planning process is a continuous cycle, the links between each
module have been emphasised.

Guide

First Section

Generic Content andPedagogical Strategies
Second Section

Summaries andIllustrations

The Guide has essentially got two components; the first being
generic content and pedagogical strategies. Each sub-section
contains a brief summary of the content to be covered aswell as various pedagogical strategies on how to deliver that
content. The summary of content broadly outlines the various
topics to be covered as well as the significant terminologies
and approaches to be discussed. The pedagogical strategies
prescribe different formats through which the content may bedelivered effectively, including lectures, site-visits, workshops
and class interactions.
The second part of the Guide consists of summaries andillustrations of various lectures and exercises from previous
years training programmes organised by RitsDMUCH. These
have been used to supplement the content in each module.
Previous year’s lectures have been briefly described, along withspecific strategies such as using secondary case studies tohighlight certain aspects and linking lectures to site visits andworkshops. Furthermore, site visits and primary case studies
have been described in detail and are supplemented withsample worksheets and formats used by participants.
This is a way of illustrating how the pedagogical strategies
may be executed and it also highlights different themes thathave been used to steer the course. A detailed list of resource
people who could potentially contribute to organising thecourse has been provided in the guide, along with the areas ofexpertise. Each section is supported with literary resources andan indicative bibliography accompanies each module to help
prepare the teaching material.

Section 1 | Introduction

21Section 2
Course Planningand Implementation

22

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas2.1 Objectives of Training....................................25• Core objectives..................................................25• Additional objectives............................................25

2.2 Designing the Course...................................26• Thematic focus...................................................26• Target audience..................................................28• Duration of the course.........................................29• Geographical context, planning framework andinstitutional capacity available................................30

2.3 Selection of Participants.................................31
2.4 Framework for Developing the Course
Content ........................................................33
2.5 Pedagogical Strategies..................................36
2.6 Preparation of Resource Material...................43• Selection of experts.......................... .................43• Session outlines.......................... ......................43• Course overview and participants’ introductions.....45• Background information for case study projects.....45

2.7 Delivering the Course.....................................47• Before the course...............................................47• During the course...............................................48• After the course.................................................49

Section 2 | Course Planning and Implementation

23

Course Planningand Implementation
The process of planning a training course for disaster risk
management of cultural heritage begins with identifying key
objectives and understanding the need for such a course in aparticular area. In order to structure the content and its delivery,
the disaster risk management framework may be appliedalong with pedagogical approaches that emphasise using
practical examples as a means of communicating the generalprinciples and content of the course. This training guide covers
various aspects of carrying out such initiatives, which include
conceptualising the course and its content, communicating
the key principles, engaging participants who already haveexperience in the field and finally, evaluating the outcomes
and disseminating the information on a larger scale. In order toachieve these goals the course may then be developed basedon the following parameters:• Integrating cultural heritage concerns into the overallplanning for disaster risk management while simultaneously
responding to complexities of an urban context within asingle framework.
• Identifying the needs of various kinds of training programmes
based on potential risks, the nature of heritage artefact or site
as well as the resources available and professionals involved.
• Developing a team of experts and professionals to develop
and deliver the course content. Assessing the logistical
implications of conducting such a course and arranging for
funding, institutional support and other resources.
• Preparing long term or short term programmes with course
content suitable for different audience types.

24

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas2.1 Objectives ofTraining

Core Objectives
The objectives of this type of course are to provide
interdisciplinary training for professionals, policy makers,
administrators and students from heritage and disastermanagement fields and to equip them to:• Understand the need for an integrated approach to disasterrisk management for cultural heritage in urban areas.
• Undertake integrated disaster risk assessment and build
systems for disaster risk management of cultural heritage;
incorporating various measures aimed at reducing disasterrisks, responding to disasters and recovering from them.
• Formulate disaster risk management plans for cultural
heritage that correspond to urban and regional planning anddisaster management systems.
• Implement, monitor and update disaster risk management
plans and collaborate with the local community and otherstakeholders at each stage of the disaster risk management
process.

Additional Objectives
As a result of the training courses, other initiatives in the fields
of disaster risk management and cultural heritage can besupplemented. These could potentially include:• Establishing new networks and supplementing existing
international scientific networks for risk management of
cultural heritage in order to build institutional capacity acrossthe world.
• Highlighting specific issues of disaster risk pertaining to ageographical and cultural context and including the training
courses as a part of a greater exercise in building awarenessamongst local stakeholders and the community.

Section 2 | Course Planning and Implementation25

2.2 Designing the
CourseThematic Focus
The experiences of the International Training Courses organisedby RitsDMUCH indicate that courses which focused on asingle theme had a greater impact on participants. A thematic
focus allows the organisers to limit the scope of training whichis generally time‐bound and is more effective in addressing
specific concerns along with teaching the broad principles ofdisaster risk management. It also helps organisers in selecting
participants who are most likely to benefit from the course. The
thematic focus of the course is dependent on the nature ofcultural heritage, the kinds of disaster risks being addressedand could also respond to geo‐political contexts.

Type of Cultural Heritage Being Addressed
The changing scope and nature of heritage has extended
beyond monuments to include typologies such as settlements,
cultural landscapes, movable objects and even intangible
aspects such as socio-cultural beliefs, skills and practices. This
new definition brings into focus the living dimension of heritagethat seeks to pursue continuity and evolution rather than mere
preservation. The exposure of cultural heritage to various
disaster risks depends greatly on the typology of heritage being
addressed. The training course could potentially focus on a
specific type of heritage based on• Typology and scale: The scale and form of the heritage inquestion could include movable objects such as sculptures
or paintings, individual heritage structures, historic urban
landscapes or heritage precincts and towns.
• Materials and construction systems: Different materials
and construction systems have different kinds of vulnerability
to certain hazards, and an emphasis on a single material
or a combination of materials and technologies would help
participants focus on approaches, methodologies andtechniques responding to specific kinds of hazards.

26

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

COURSE STRUCTURE
GEOGRAPHICAL, SOCIAL AND
POLITICAL CONTEXTTHEMATIC
FOCUS

TYPOLOGY OF
CULTURALHERITAGE

TARGET
AUDIENCE

DURATION OF
COURSE
1 Day
1 Week2 Weeks
4-6 weeks

NATURE OF
HAZARD• Values and significance: The historic, aesthetic and othervalues of cultural heritage under discussion are especially
important while formulating a disaster risk management plan,
COURSE
as they will informthe STRUCTURE
planning process, its limitations andscope in detail.
GEOGRAPHICAL, SOCIAL AND

CONTEXT
Type of HazardPOLITICAL
Being Addressed

For example, in 2008, the International
Training Course organised by RitsDMUCHTYPOLOGY OF
had a specific thematic focus: ‘EarthquakeCULTURALHERITAGE
Risk Management of Historic Urban Areas’.
For this purpose, Kyoto and Kathmandu werechosen as the case study sites for undertaking
field exercises during the training course. Overthe course of two weeks, participants wereintroduced to prevention facilities in Kyoto,
and also the challenges and opportunities
for disaster risk management in Kathmandu.
Through two regions that were distinct
geographically, yet similar in terms of scale,typology and hazards, common solutions andapproaches could be highlighted.

The type of hazards causing disaster risks vary widely basedon geographical locations, the socio-political and legal contexts
inaddition to the type of TARGET
cultural heritage. Since
disaster
THEMATIC
DURATION
OF risks
FOCUS
AUDIENCE
COURSEare essentially a product of hazards and vulnerabilities, prior
identification of both these aspects would contribute to the
1 Day
overall content of the course.
1 Week2 Weeks

NATUREOF• Hazards:
A hazard
may be a naturally occurring
4-6 weeks
HAZARD
phenomenon or a human induced event. Natural hazards
can include meteorological, hydrological, geological andbiological events ranging from hurricanes, tornadoes andstorms to earthquakes, landslides and volcanoes andepidemics. Human induced hazards include arson, armed
conflicts, infrastructure failures and the long term effects ofclimate change.

• Vulnerabilities: Vulnerabilities are largely dependent on theinherent characteristics of the cultural heritage site or object
and its general socio-economic and institutional context.

Section 2 | Course Planning and Implementation

27

The Target Audience for the Course
The content, duration and focus of each training course needs
to be designed to respond to the varying audience groups. The
potential audience groups for such courses include:• Heritage professionals: People who are directly engaged in
the field of cultural heritage conservation. This would includesite managers, heritage conservation and management
professionals such as architects, archaeologists,
conservators, curators and restorers.
• Disaster risk management professionals: Emergency
responders, civic defence, security agencies, risk
assessment professionals, structural engineers, geologists,
meteorologists and other professionals from relevant
disciplines.
• Urban practitioners: Urban planners, architects, urban
designers along with other professionals who may be allied
to the fields of heritage or disaster management and help indeveloping disaster risk management plans for large scaleurban heritage sites.
• Administrators and policy makers: People engaged ingovernment agencies, public and private institutions, who
are involved in the planning process for cultural heritage anddisaster management at local, regional and national levels.
This could include high-ranking government officials and cityadministration officials to enable them to understand the larger
framework which would help in decision making process.
• Non-Governmental Organisations: Members of international,
national and local non-governmental organisations engaged
in the field of heritage conservation or management as well as
disaster management.
• Students: Postgraduate students pursuing the fields ofheritage management or disaster risk management and allied
disciplines.
• Local Residents: The course could also raise awarenessof local residents in and around cultural heritage site andbecome part of a larger process of community engagement
and capacity building in the field.
It is sometimes preferable to mix various target groups. Howeverin other cases, the courses may be targetted for specific groups.

28

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Students
Disaster managers
Emergency responders,risk assessment professionals

Heritage managers
Site managers, heritage conservation/
management professionals

NGO
Administrators
Government agencies,
public and private institutions

Non governmentorganisations

Local Residents

The Duration of the Course
Based on the thematic focus, and the audience groups
identified for the course, the duration of the course could
range from a single day module for senior administrators as an
exercise in generating awareness to an intensive two- weekcourse targeted at professionals in the fields of cultural heritage
management and disaster risk management. A longer course
could also be designed for students specialising in the fieldof conservation, planning or disaster management. In a shorttraining course format, it may be possible to take two different
approaches to training. TYPE A is an overview course covering
all aspects of disaster risk management for cultural heritage inurban areas. This course is intended to equip participants withthe tools and skills needed to understand the entire processof disaster risk management and enable them to participate in
the process at different levels, as planners, heritage managers
or disaster risk professionals. Course TYPE B could be a shortcourse (1-3 days) which may focus on a single module or two
modules within the disaster risk management framework tohighlight specific issues or concerns. For example a special
course can be developed to communicate methodology for risk
assessment of cultural heritage sites.

Section 2 | Course Planning and Implementation

29

The Geographical Context, Planning
Frameworks and Institutional
Capacity Available
The content of this type of course is broadly divided into corecontent and thematic content. The core content comprisesof the basic principles and approaches of disaster risk
management and cultural heritage management and would
remain the same regardless of geographical and administrative
context. On the other hand, the thematic content that focuses
more on variables such as the nature of cultural heritage andthe type of hazards can vary widely. The length of the course
and the people organising it are largely dependent on theadministrative and institutional set up in the area as well as theavailability of resources. The core content of the course needs
to be prepared and disseminated by senior experts in the field.
For the thematic content, it is possible for the resource person
to be a working expert or professional who has extensive
practical experience in either field.
Some potential organisers with the necessary resources forsuch a course could be:• Local and regional planning authorities.
• Local, regional and national cultural heritage institutions.
• Public and private academic and research institutions, inaddition to universities specialising in the fields of cultural
heritage, archaeology, architecture, conservation, disastermanagement and other related fields.

30

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas2.3 Selection ofParticipants

The selection of participants is an important component of theoverall course organisation as it directly affects the long term
impact of the course. Different types of target audiences forthe course have already been identified in the previous section.
Within these broad groups, participants with the maximum
potential to effectively apply the training they receive throughthe course should be selected. Therefore, criteria such as theirofficial designation and basic knowledge and skill level are
important. Potential leaders, whether they are administrators,
policy makers, professionals or students should be identified
since they would likely contribute to the overall goal of capacity
building in the long term. At the same time, participants fromdiverse disciplinary backgrounds related to cultural heritage
conservation/management and disaster risk management
should be selected to enable mutual learning through groupinteraction and team projects. The process of selection should
be based on qualifications, skill sets and experience, but also
take into account the participant’s objectives and goals alongwith other soft skills.
For instance, in the International Training Courses organisedby RitsDMUCH, a concerted effort is made to have an
equal number of participants from the cultural heritage anddisaster management fields. These include professionals andadministrators as well as researchers. Moreover the selection ofparticipants is made in two stages:
a. Shortlisting on the basis of applications submitted bycandidates.
b. Telephone interviews with shortlisted candidates.
Telephone interviews should be conducted by an expert
panel set up by the organisers and should include course
coordinators and other experts from relevant fields. The
selection of participants should attempt to fulfil the objectives set
out by the organisers of the course. The candidate selection
criteria used to evaluate applicants to the International Training
Course organised by RitsDMUCH is listed as an example.

Section 2 | Course Planning and Implementation

31

CANDIDATES SELECTION CRITERIA

Entry Number:
Field: Cultural Heritage / Risk Management
Name of Candidate:A) General Matters (Please select between the options and mark points.)

3

National authority

2

Professional institution of national relevance/ university

1

Private rm/Individual professional

0Student

Present Positionin an institution, in a position to contribute to preservation policies or education strategies

32Professor, Associate Professor

1

in private practice, employee

Educational Background3

University degree in related area

2

Other courses in related area

1

University studies in other areas0

No higher studies

Professional Experience
5-15 years’ experience in the cultural heritage conservation or risk management eld

32More than 15 years’ experience in the cultural heritage conservation or risk managemen eld

1Less than 4 years’ experience in the cultural heritage conservation or risk managemen eld

Language Ability (English)
3

Excellent/ Good/ Fair/Poor

2

1

0

1

0

Member state
ICCROM member state or country in the process of becoming ICCROM member stateB) Special Matters (Please select between the options and mark points.)
Additional Suitability Points (please assess according to range of points)
2

1

0

2

1

0

2

1

0

World Heritage Site/ Historic Area/ Monument

2

1

0

Reason for Selecting

2

1

0

Low access to training opportunities in the member state10

The institution is actively involved (at national/regional level) in the dissemination of knowledge andtraining in conservation of cultural heritage

1

0

The potential of pairs for team project1

0

Su cient information about case study area

1

0

10

0

Special achievement in research or publications

3. PUBLICATIONS AND RESEARCH

Active in professional or cultural heritage-related associations
Multiplying effect

5.PROFESSIONAL ACTIVITIES

6.PERSONAL STATEMENT

Case Study Site

PROGRAMMATIC PRIORITIESEFFICIENCY IN TRAINING IMPLEMENTATIONC) Telephone Interview•

Telephone interview by the UNESCO Chair professor

Total Score (A+B+C)

32

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

20

15

2.4 Framework forDeveloping Course
Content

Disaster risk management is a cyclical process, with three basicstages: before, during and after a disaster. Before a disaster,
the main activities include risk assessment, prevention andmitigation methods and warning systems for specific hazards.
Planning for emergency evacuation and response procedures
are all activities which should be undertaken in advance forresponding during the disaster situation, which is generally
defined as a period extending for the first three days after anincident. Activities initiated after the disaster include damage
assessment, treatment of damaged components of the heritage
property through interventions such as repairs, restoration andretrofitting and recovery or rehabilitation activities. At this stage
the effectiveness of the previous stages can also be evaluated,so that once again it becomes possible to prepare for any
successive event.
An integrated approach to disaster risk management of cultural
heritage considers the possibilities of multiple hazards that may
occur in parallel or as follow up due to interactions between
various natural and human induced causes. It stresses on theimportance of community participation, and ensuring regular
maintenance and management procedures for the site. It
also highlights the importance of having a proactive role forcultural heritage in reducing disaster risks. The disaster risk
management framework forms the basis of planning the course
in a fairly straightforward manner. Accordingly, the course can bedivided into six modules:

Section 2 | Course Planning and Implementation

33

Review

Recovery &Rehabilitation

Treatment(repairs,
restoration,
retrofitting)

Risk Assessment

After Disaster

Before Disaster

Risk Prevention
and Mitigation

DamageAssessment
During Disaster

Emergency Preparedness andResponse Procedures

DISASTER RISK MANAGEMENT CYCLE FOR
CULTURAL HERITAGE SITES

34

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

MODULE 1
BACKGROUND OF THE FIELD, APPROACHES AND PRINCIPLESIntroduction
to the Course• Overview of the international theories, principles and activities in the field• Scope of cultural heritage in the urban environment• Understanding key terms -hazards, vulnerabilities, scope of disaster risks vis-à-vis risks in general

MODULE 2
RISK ANALYSIS AND ASSESSMENT OF CULTURAL HERITAGE IN HISTORIC URBAN AREAS• Objectives and integrated approach for risk analysis and assessment

Before aDisaster• Methodology for risk assessment at site level and building level

MODULE 3
PREVENTION AND MITIGATION OF DISASTER RISKS TO CULTURAL HERITAGE• Introduction to various approaches for risk reduction• Reducing disaster risks from various hazards

MODULE 4
EMERGENCY PREPAREDNESS AND RESPONSE

During aDisaster• Planning and procedures for emergency preparedness for people and heritage• Preparation of directories, equipments, evacuation routes, signage, emergency teams, protocols for evacuation of people, salvage ofheritage objects,engaging communities as volunteers, immediate damage inspection and protection strategies, immediate treatment ofdamaged cultural heritage

MODULE 5
PREPARING FOR POST-DISASTER RECOVERY OF CULTURAL HERITAGE

After aDisaster• Damage assessment• Linking with larger institutional framework and methods for post disaster recovery• Long term treatment of cultural heritage (restoration, rehabilitation, retrofitting etc.)• Preparing business continuity plan for cultural heritage sites• Financial management of recovery process• Training of heritage managers

MODULE 6
INTEGRATING DISASTER RISK MANAGEMENT INTO OVERALL PLANNING AND MANAGEMENT FRAMEWORK

Conclusion of
the Course• Linking with other plans and management systems land coordination with relevant organizations/departments , community
engagement exercises

EVALUATION OF THE PARTICIPANTS AND THE COURSE• Presentation of outlines of DRM plans/strategies by the participants for respective cultural heritage sites.
• Review the lessons of the course.

Section 2 | Course Planning and Implementation35

2.5 Pedagogical
Strategies

I hear and I forget.
I see and I remember.
I do and I understand.
– Confucius

The course structure can be designed in such a manner thatthe theoretical principles and approaches are communicatedthrough introductory lectures and presentations, supplemented
with site visits to various locations in order to understandissues and initiatives on the ground and then finally culminate
in workshops where the participants are actively involved inclassroom or field based exercises facilitated by the instructorsthat are intended to help reinforce the contents of the lectures.
Case studies are at the core of the pedagogical approach of thiscourse. They ensure that participants are familiarised with eachstage of the disaster risk management cycle and are eventuallycapable of preparing their own disaster risk management plansfor cultural heritage that takes into account the specificities of thesite and engages with the various stakeholders that are relevantto their context. This guide provides different teaching formats:integrating lectures with site studies, workshops and participant
presentations using case examples from previously held training
programmes organised by RitsDMUCH.
With each stage of the course, the subject matter may beintroduced through one or more introductory lectures, which
may also include secondary case examples illustrating certain
principles approaches and/or actions. This may be followed by
one or more case studies and site visits which form the basisof a participant workshop or activity. Follow up discussions on
the case study or workshops are helpful in revisiting the corecontent delivered through the lectures and illustrated throughexemplary practices.
The Core Lectures will present the general principles relating to
the disaster risk management process for cultural heritage. These
lectures can include various case examples from secondary
sources and introduce the potential primary case studies. Further,
the resource person may refer to his or her own case examples
based on individual experiences.
Thematic Lectures can focus on specific aspects of the disasterrisk management process pertaining to the overall thematic focus of
the course. These could be supported extensively with secondary

36

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

case studies along with the primary case study incorporating site
visits and workshops. Depending on the length of the course, theproportion of thematic content to core content could vary.
Secondary Case Studies may be used where an aspect ofa situation including challenges, opportunities or a successful
initiative can be highlighted. Generally, this kind of a study will bebrief, concerning itself with a specific aspect of the disaster risk
management planning process.
Primary Case Studies (based on site visits) can be highlighted incases where there is sufficiently detailed information for an in-depth
analysis of course content. Also, in some cases, there is morethan one aspect, which can be highlighted so that a number of site
based exercises together can form part of a primary case study.
In order to undertake such a case study, the course instructor
must have made an on-site appraisal of the situation and ideallyshould have good working relationship with the key stakeholders
associated with that site such as the site owner or administrator,
heritage manager, specialist who has undertaken any task related
to disaster risk management of the site. The workshops andlectures should directly link to the primary case study.

Training Course on
Disaster Risk Management of Cultural Heritage
Planning Process of Disaster Risk Management for Cultural Heritage

LECTURESTHEORY and METHODOLOGY
of Disaster Risk Management ofHistoric Urban Environments

SITE VISITSCASE STUDIES on
Disaster Risk Management indesignated case study areas

FORMULATION of Disaster Risk Management Plan
WORKSHOPS

CASE STUDY PROJECTSFormulating Disaster Risk Management Plan for Cultural Heritage inParticipants’ selected site

Section 2 | Course Planning and Implementation

37

Workshops are an important part of the training course and should
be linked to the course content. These are primarily aimed at
introducing participants to the real issues, challenges, testing tools
and methodologies for disaster risk assessment and management of
cultural heritage. The workshops consist of classroom or field based
exercises to be conducted with simple aids such as work sheets
and checklists to be introduced by the resource persons. The
resource person or coordinator should be familiar with the site on
which the workshop is based and have knowledge of its constraints,
context and values. Ideally they should be, or have been, directly
involved in the site management in some capacity.
Participant Case Study Project aims at preparing an outline ofdisaster risk management plan to be prepared by each participant
for a particular cultural heritage site from his or her home country.
This case study project should be decided by the participant before
attending the course and all the relevant information including data
and maps on the site and its disaster profile should be collected inadvance by the participant before attending the course. In fact for
the training courses organised by RitsDMUCH, the selection of casestudy project is made by the candidate at the time of application
for the course and is one of the important criterion for the selectionof participant. The participants can develop the case study projectImage Ref. 2.1
A participant making a presentation based on his
selected case study, International
Training Course, 2011
Source: RitsDMUCH

38

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areasthrough the duration of the course. In fact specific time slots should
be kept for this purpose under each module so that lessons learnedin that module can be applied by the participants to their case study
projects. The team of resource persons can mentor the participantsfor developing case study projects, which can be presented byeach participant at the end of the course for evaluation by anexpert jury. Preparation of case study projects is given high priority
in the international training course organised by RitsDMUCH and a
mid-term review is also organised at the end of first week. Having atangible goal for the end of the course is useful for participants.

Image Ref. 2.2
Participants making observations during a site visit
organised as part of the International
Training Course, 2012
Source: RitsDMUCH

Section 2 | Course Planning and Implementation

39

Timetable of The International Training Course on Disaster Risk Management of
UNESCO Chair onCultural H
Cultural Heritage 2012, 7th Year TIMETABLE OF THE INTERNATIONAL TRAINING COURSE ON DI
9/8 (Sat)

THEME INTRODUCTION

9/9 (Sun)

Self-Study

9/10 (Mon)

9/11 (Tue)Principles,
Framework
Risk Analysis
and Risk
at Urban level
Analysis at sitelevel

9/12(Wed)

9/13 (Thu)

9/14(Fri)

Risk
Assessment

Mitigation(Earthquake,Landslidesand
Floods)FirePreventio
nand
EmergencyPr
eparedness

DMUCH

DMUCH

Ninna-ji
DMUCH

RM
Venue

DMUCH

Before9:30-10:00(30)Registration
10:00-10:10(10)Opening Address(Chancellor
KAWAGUCHI)
1st
10:10-11:10(60)Orientation to the
Course(JIGYASU)

DMUCH
WHS in Kyoto

DMUCH
Kiyomizu-dera

DMUCH
Sannei-zaka

9:30-10:00(30)Case Study PJ(Resource Persons)(Resource Persons)

9:30-10:40(70)9:30-11:00(90)Lecture 2
Introduction to
the Context ofHistoric City of
Kyoto(YAMASAKI)

Lecture 3
Disaster Risk
Management ofCultural Heritage- Significanceand Core
Principles(JIGYASU)

9:30-10:40(70)Lecture13
Dynamic
analysis of
Lecture9
Earthquakes
GIS (Geographic
and Seismic
Information
Performance ofSystem) forJapanese
DisasterHistoricalManagement ofStructures
Historical City,(IZUNO)
Kyoto(YANO)
10:00-11:10(70)9:30-10:40(70)Lecture 4
Disaster
ImaginationGame (DIG)(OKUBO)

9:30-10:00(30)Case Study PJ

10:00-11:10(70)Lecture6
Ecology andSustainability ofHistoric Urban
Areas(S. MOFFATT)

Lunch
11:30-12:40(70)2ndLecture 1
The Need forDisaster Risk
Management for
Cultural Heritagein Historic Cities:
The Case of
Kyoto(TOKI)Lunch

to Kiyomizu

11:00-12:30(90)Site Visit 1
Observations ofRisks atWHS in
Kiyomizu-dera
Temple(Kyoto Pref.)3rd

Presentations
by the Training
Participants

Self-StudyTo DMUCH

17:00-19:00(120)40

Lecture7
Disaster
Mitigation andIntegrated
Planning ofHistoric Cities'(S. MOFFATT)
Lunch

14:00-15:30(90)14:00-15:10(70)15:30-17:00(90)17:00-18:00(60)

17:00-18:00(60)(Resource Persons)

Case Study PJ(KANEGAE)(Resource Persons)

Kyoto

Kyoto

Kyoto

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

10:50-12:00(70)Lecture14
Lecture10
DisasterFlood prevention
Prevention for
and Mitigation
Cultural Heritage
Techniquesin Kyoto City
(SATOFUKA)(Kyoto City FD)
Lunch

Lunch

To Ninna-ji

Workshop 2
Lecture 8
Risk
Introduction toAssessment
the Integrated
Exercise:
Methodology for
Presentation
Assessing Risks
and Discussion(JIGYASU)
on DIG(OKUBO)

Case Study PJ

Kyoto

11:30-12:40(70)Lunch

17:00-18:00(60)WelcomeDinnerKyoto

11:30-12:40(70)Workshop 3
Workshop 1
15:50-17:00(70)Building a
Risk Analysis
Lecture5
Disaster Risk
Exercise for
How to make theKiyomizu-dera
Scenario and
EWSS plan?
temple,Assessing Risk
(OKUBO)
Introduction to
LevelsKey Terminology(S. MOFFATT)(JIGYASU)

4th

accommodationTo DMUCH

15:30-17:00(90)(Resource Persons)

5thSite Visit 2
Sannei-zaka
ImportantPreservation
District(OKUBO)

12:30-15:00(150)Lunch

14:00-16:30(150)

To Sannei-zaka

Case Study PJ

14:00-15:10(70)Lecture11
LANDSLIDE,
Prevention and
Mitigation
Techniques(FUKAGAWA)

13:30-15:30(120)

15:30-16:30(60)To DMUCH

Site Visit 3
World Heritage
Site Fire
Prevention
Facilities at
Ninna-ji Temple(OMORI)

Case Study PJ(Resource Persons)

15:50-17:00(70)16:00-18:00(120)

Kyoto

Kyoto

Case Study PJ
Lecture 12
First Half
Performance ofPresentation
Historic
MasonryStructur (Resource Persons)
es(FURUKAWA)

Heritage and Risk Management
ISASTER RISK MANAGEMENT OF CULTURAL HERITAGE 2012,7thyear
9/15
(Sat)

9/16
(Sun)

Planning for
Recovery:Lessons from
Kobe

Self-Study

Kobe

9/18 (Tue)From Response From Response
to Recovery:
to Recovery:
Great East
Great East
Japan Disaster Japan Disaster
TohokuTohoku9:30-10:45(75)10:00-11:10(70)Self-Study

Lecture17
Issues andChallenges forrecovery ofhistoric areas
following East
Japan Disaster(R. SHAW)

9/19 (Wed)9/20 (Thu)

9/21 (Fri)

9/22(Sat/Holiday)

Policy for Risk
Management

Formulating
DRM Plan

Formulating
DRM PlanOpen Jury

DMUCH

DMUCH

DMUCH

DMUCH

9:30-10:00(30)To MinamiSanrikucho

To KOBE

Site Visit 4
Disaster
Reduction and
Human
Renovation
Institution
Theater and3D

9/17(Mon/Holiday)

Case Study PJ(Resource Persons)

10:00-12:00(120)

10:00-11:10(70)Special Lecture 2
Lecture18
Preparationof Open
Relocating
Emerging Polices
JuryCommunities for for Disaster Risk
Post Disaster
Management ofRecovery
Urban Cultural(ISHIKAWA)
Heritage in Japan(ACA Japan
Case Study PJ
Case Study PJ
UMEZU)(Resource Persons) (Resource Persons)

Lunch
Lunch
11:30-12:40(70)11:30-14:30(180)

Lecture15
Experience of theGreat HanshinAwaji Earthquake,
Ris k Assessment(MURAKAMI)
Lecture16
Planning forDisaster
Mitigation ofCultural Heritage
Training of
Heritage
Manager(MURAKAMI)+Discussion(Resource Persons)
12:30-15:30(270)Lunch

To NADA
15:00-17:00

Site Visit 6
Tohoku area
affected by theEast Japan
Disaster(HIRAOKA,
TAKEDA)

Lunch

11:00-12:00(60)Workshop 4
Role Playing
Exercise:Emergency
Response
Procedures(JIGYASU)
Lunch

Lecture20
Institutional
Initiatives on
Disaster Risk
Management ofCultural Heritage(ICCROM)
Lunch

Lecture 19
Lessons from
Integrated
Management
Plan for
Kathmandu World
Heritage
Monument Zones(K.WEIZE)

To Tohoku

To Kyoto

Special Lecture1
Coordination ofSite Level
Stakeholder with
National andInternational
Agencies for Post
Disaster
Recovery(HIRAOKA,
TAKEDA)+Discussion

Lunch

13:30-16:30(180)Cont.

16:00-18:00(120)Site Visit 5
Former House
No.15 in Kobe
Foreign
Settlement(MURA
KAMI)

Lunch

14:00-15:10(70)To Kyoto

Open Jury(All the lecturers)Cont.

15:30-18:00(150)Case Study PJ(Resource Persons)Preparationof OpenJury

17:00-19:00(120)

Kyoto

Kyoto

Farewell Party(Resource Persons)

Kyoto

SendaiMinami Sanriku

Kyoto

Kyoto

Kyoto

Organized by Research Center for Disaster Risk Mitigation of Urban Cultural Heritage, Ritsumeikan University, Kyoto, JapanIn Cooperation with UNESCO World Heritage Centre, ICCROM, ICOMOS

Section 2 | Course Planning and Implementation

41

OBJECTIVES OF MODULETEACHING STRATEGYAs the introductory module to the course, theobjective is to familiarise participants with thebasic principles of disaster risk managementwith respect to cultural heritage. The lecture
was followed by a site visit to a World Heritage
Site which showcased many of the issues
discussed. A workshop based on the principles
was organised at site and through this exercise
key terminologies of disasters, risks, hazards
and vulnerabilities were introduced. Based on
the learning of the day, participants were able toinitiate the process on their selected case studies.

Lecture(incorporating secondary casestudies)

Site Visit 1(incorporating a Primary case study)

CONTENT AND THEME
Disaster risk management of cultural
heritage - Significance and Core Principles
Resource Person: Prof. Rohit Jigyasu

Observations of risks at the World Heritage
Site of Kiyomizu-dera Temple
Resource Person: Prof. Tsuruoka

Workshop 1(focused on primary case study)

Case Study Project(selected by participants)

Risk analysis exercise for Kiyomizu-dera
temple, Introduction to Key Terminology
Resource Person: Prof. Rohit Jigyasu

Individual case studies , risk analysis byparticipants

Duration of
Programme

Lectures and Presentations

Primary Case studies and SitevisitsPrimary Case Study (Participant
Based)

4-6 weeks

Separate lectures for each
topic focusing extensively on
secondary examples

Workshops for the various topics
and site visits. Each workshop can
be up to 8 hours if combined with asite visit.

2 weeks

Lectures which cover thefundamentals of all the topics
and also

Individual case studies may beundertaken as running workshops
through the course, the end
objective being the formulation of adisaster risk management plan for
an actual site.

Themes such as specific kinds ofheritage, disasters or geographicalcontext could be explored

explore certain themes
1 weekCore lectures with thematic
content

Due to time limitations , either secondary case studies and site visits or asingle running case study may be explored as it may not be possible to do
both

3 day

Lectures covering
fundamentals of the content
briefly, with extensive readinglists

A single case study may be selected to highlight the module content

Lectures which cover thefundamentals of all the topics
and also explore certain
themesBoth secondary and primary case studies and workshops may be
conducted

Core lecture introducing thebasics of the module

Workshop combining content with other modules

Lectures covering
fundamentals of the content
briefly, with extensive readinglists

A single case study may be selected to highlight the module content

TYPE A

3 day
TYPE B

1 day
TYPE ATYPE B

42

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas2.6 Preparation of
Resource Material

Selection of Experts
Once the course structure has been prepared, and the thematic
focus, targeted audience and duration finalised, the next stage
is the identification and selection of the specialists involved inteaching various modules. A schematic list of experts is outlined
for this purpose:
Course Coordinators: A potential coordinator/s for the course isan expert proficient in disaster risk management of cultural heritage,
with extensive practical experience in the field who is able to draw
upon live case studies and structure the course thematically while
linking themes to the core material of the course.
Core Faculty: Experts from the fields of disaster risk management;
cultural heritage management, urban planning, and civil engineering
should be selected to give focused knowledge on their areas of
specialisation.
Workshop and Site Visit Coordinators: These are professionals
who are familiar with the course organisation and content, butmore importantly, with the sites being used for case studies andworkshops.
Apart from these experts, administrative staff, media-persons,supporters would need to be engaged for the logistical planningand implementation of the course.

Session Outlines
In order to streamline the course content and its delivery
mechanism, the resource persons delivering the lectures ororganising workshops and site visits should be asked to prepare
session outlines based on some basic guidelines and formats.
These have been briefly summarised below:
Lectures and Presentations• Key information including a summary of the lecture/presentation and its objectives.
• Detailed explanations of key points, identification and definitionof key terminology.
Section 2 | Course Planning and Implementation

43

• Figures and illustrations to support the content.
• Suggested references and bibliography, hand-outs relevantto the lecture.
• Links to the overall course content to help orient the student.
Workshops and Exercises• Summary of the workshop along with introduction to thesite, situation and context. Links to lecture notes and link tooverall course content should be included in the summary.
• Key learning objectives of the workshop.
• Any physical resources or equipment that may be neededalong with worksheets, checklists for participants andreference maps or data.
• Dissemination of results.
Development of Primary and Secondary Case Studies• Subject of case study and background information on site/
situation and context.
• Objectives of case study – Issues, challenges and available
opportunities and solutions.
• Scope and limitations of case study.
• Explanation of the process applied, and the resources used.
• Lessons learnt during various phases.
• Supporting visuals /illustrations.
• Links to lectures and presentations, workshops, exercises
and to the overall course.

Information Sheets,references, bibliography

Introductory lectures

Background information,
process explanation,frameworks in place

Secondary case studies
Primary case studies
Discussions

Summary of site andsituation, Worksheets
and checklists

44

Secondary case studies

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Course Overview andParticipants’ Introductions
On the first day of the training course, each participant shouldmake a brief presentation explaining current issues andchallenges for disaster risk management of cultural heritage
in his or her own country. The presentation should include abrief description of various types of natural and human-induced
disasters affecting the participant’s home country and how
these put cultural heritage at risk. Also a brief explanation ofexisting disaster management systems especially those that are
related to cultural heritage in the participant’s country would be
beneficial.

Background Information forCase Study Projects
Participants should be given detailed preparation instructions
prior to the course so that they attend the course fully preparedwith all base information needed to carry out case study
projects on disaster risk management plan for their respective
cultural heritage sites. Additional information about the course,
the logistical requirements and any other pertinent information
should also be included as a preparation package for theparticipants.

Section 2 | Course Planning and Implementation45

Checklist of documents to be prepared by the participants of 7th UNESCO Chair International Training Course on
Disaster Risk Managment of Cultural Heritage, Kyoto.

Name of the Participant:Country:
Case Study Site:(A) Preparation for Case Study Projects
During the course each participant is required to develop a detailed outline for disaster risk management planfor the case study heritage site from their country that they have already selected at the time of their application
for this course. For this purpose, they are supposed to bring with all the background material that is needed for
preparation of this outline. Please find below checklist of the documents that should be gathered:
Maps, drawings and photographs (at appropriate scale for maximum information at site level)
S.No.
1.
2.
3.

Description of Contents

4.

Topographical map of the region of your cultural heritage site.

5.

Geological map of the region of your cultural heritage site.

6.

Hydrological map of the region of your cultural heritage site showing water shed region.

7.
8.

Check

Map of the city in which your cultural heritage is located. If the entire city is historic, please gather map of thelarger urban region showing new developments. The map should also show natural features such as water
bodies, green areas etc.
Detailed map of the cultural heritage site (area level) for which you will make your Disaster Risk Management
Plan
Detailed plans, sections and elevations of selected heritage attributes of the site e.g. monuments/ historicbuildings, houses etc. In case of large urban sites, you have to choose a representative sample only.

Micro-Hazard Zonation maps of the region of your case study site. These maps show specific areas in the region
that are prone to various hazards such as earthquakes, floods, cyclones etc. These maps are generally available
from disaster management department of the municipality. E.g. earthquake map should show location of fault
lines and epicenters of past earthquakes. Food map will show those areas that are vulnerable to floods.
Photographs in digital format showing heritage attributes of your case study site and their existing condition.
Please bring as much visual documentation as possible.

Documents related to your cultural heritage site:
S.No.

1.

Inventories / listing of various heritage attributes of your cultural heritage site

2.

Historical background of your cultural heritage site

3.

Legislation for protection of your cultural heritage site and its attributes, categories and guidelines for protection

5.

If your site is a World Heritage, please bring the nomination dossier and statement of Outstanding Universal
Value (OUV), State of Conservation, Periodic Reporting etc.
Existing management plan/system for the site, including its boundaries for the core and buffer zone (whereapplicable)

6.

Annual and monthly data on the number of visitors/tourists to your site

7.

A brief overview of past conservation interventions done at the site (specify year, and type of intervention)

8.

History of natural and human-induced disaster incidents at your site or immediate vicinity e.g. fires, flooding,earthquakes etc. specifying year of incident and its impact on people and heritage. Please note that you should
also list incidents where damage or any other impact was not reported.

9.

Existing disaster management plan/systems for your cultural heritage site (if existing)4.

46

Description of Contents

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Check2.7 Delivering the
CourseDelivering the course effectively requires a systematic approach not
only to designing the course content and pedagogical strategies
but also ensuring both human and financial resources as wellas providing infrastructural support. The process of planning for
funding, engaging expert instructors and administrative staff needs
to be undertaken well in advance of the actual course. During thecourse, both participants and instructors may need to be debriefed
regularly, and each session requires supporting material in theform of literature, worksheets and other related materials. Equallyimportant is following up on participants and instructors when thecourse has concluded in order to get their feedback on the course
and also to collect the information generated through the course for
future initiatives. A brief summary of the basic preparation needed
to organise and deliver each module, incorporating lectures, site
visits and workshops, is given below:

Before the Course
Planning and structuring the course:• Identify the basic themes being covered, such as a specificgeographical context, specific hazards or disasters or specificaspects within disaster risk management.
• Identify experts in the field for various topics and engage themfor the course. Also engage support staff, coordinators for site
visits and workshops and an administrative staff. The scopeof work for each resource person identified should be clearlycommunicated.
• Collect information on relevant secondary and primary casestudies. Recent disasters and the cultural heritage which has
been impacted should be highlighted. Maps and information
on global and local issues should be collected along withbriefs, worksheets and checklists for participants introducing
the site components and context. A detailed schedule for thecourse should be prepared.
• Identify and coordinate with module coordinators, sitemanagers and workshop coordinators. Permissions andaccess to the site should be arranged for in advance.

Section 2 | Course Planning and Implementation

47

Resources and funding:• A detailed budget accounting for all aspects of planning,
implementing and following up the course should be formulated.
This should include the fees and expenses for the resource
persons, logistical expenses such as arranging for a venue,transport and infrastructure along with a contingency fund.
• Potential funding agencies or sponsors could be identified if
resources of the organising body are insufficient. International
funding agencies, local and national governments or institutions
could be potential sponsors.
Infrastructure and facilities:• Venues for conducting the course, accommodating participants
and resource persons if needed should be identified. The
venue for conducting the course should have the entire basic
infrastructure needed for lectures, presentations, small-scale
practical demonstrations and workshops.
• Transport to the venues and to the sites should be planned for
before the course.
• All equipment and stationery should be arranged for.

During the Course
Planning and structuring the modules:• Introduce the module and the key resource people toparticipants.
• For each case study, ensure enough background information
is provided to participants.
• Each module should be linked to the disaster risk
management framework and be summarised before
proceeding to the next module.
Infrastructure and facilities:• Ensure that worksheets and sample formats are provided forparticipants on site and that literature and other supporting
documents for each lecture are circulated.
• Stationery and equipment needed for conducting workshops
and lectures should be arranged.

48

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasAfter the Course
Reviewing the course and creating a network:• Evaluate the participants’ progress and obtain feedback fromthem regarding the course.
• Assess the impact of the course, resource utilisation.
• Follow up with participants and engage them in a continuing
dialogue, to ensure the long-term goals of the course areachieved.
Creating a resource bank:• The instructors’ data as well as the participants’ progress anddata should be kept on official record.
• If possible this should be compiled in print or electronic format
and circulated widely.

Section 2 | Course Planning and Implementation

49

Section 3
Course Contents andDetailed Teaching
Strategies

50

A
Training
Guide| Disaster
Risk Managementof Cultural
Heritage in Urban Areas
Training
Guide| Disaster
Managementin Heritage
Buildings

This section provides a brief summary of each module of the course and detailed teaching strategies which
may be used to communicate key concepts. It draws heavily from the International Training Courses thathave been organised at RitsDMUCH, but at the same time provides various alternative strategies that may be
used for different formats of the course. Each module is based on the integrated disaster risk management
framework and is further divided into smaller sections that may be dealt with individually for exhaustive training
programmes, and combined together for shorter courses.

Orientation to the Course

Image Ref. 3.1
A participant introducing his case study project toother participants as part of the orientation session
in the International Training Course 2011
Source: RitsDMUCH

Section 2 described the selection process of participants
and also the advantages of having participants select theirown case study projects prior to the commencement of thecourse. Before introducing the subject matter to participants it
is important to orient them to the objectives and methodologyof the course and also enable interaction between participants
and resource persons. This may be done through anorientation session facilitated by the course coordinators andinstructors, briefly introducing the organisers, objectives andstructure of the course while also discussing what expectations
the participants have about the course.
Ice-breaking exercises may be organised in order to ensurethat participants not only are introduced but also feel
comfortable in each other’s company.
The orientation session can also address logistical concernsthat participants may have. This is especially important in
the case of courses that cater to an international audience.
Participants who are unfamiliar with the host organisation’sor host country’s cultural aspects may benefit from this typeof session. Informal interaction should be encouraged at thisstage so that participants are receptive to team exercises
through the length of the course.
Finally during this session, an opportunity should be provided
to the participants to make brief presentations on the cultural
heritage and disaster management context in their homecountries and the challenges and initiatives for disaster risk
management of cultural heritage.

Section 3 | Course Contents and Detailed Teaching Strategies

51Module 3.1
Background of the Field,
Approaches and Principles
Module 1

Introduction andBackground

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy for
the Module
Stage 1

Beforea Disaster
Stage 3

Stage 2

Post
DisasterDuringa Disaster

This module familiarises
participants with the fundamentals
ofStage 1
Stage 1the aspects ofBefore
disaster risk management of culturalBefore
heritage inthe urban environment.
orientationa Disaster It may be combined with thea Disastersessions. Most of the content in this module is central to theentire processof disastermanagement Stageand 3should thusStage 2
Stage risk
2
Stage 3be considered
vital
to
all
variationsofthecourseDuring
Post
Poststructure. DuringaDisastera Disaster
Broadly,
this module covers the following topics:
DisasterDisaster• Cultural heritage, its evolving scope, significance and theopportunities it offers for disaster risk management.
• Cultural heritage in the urban environment and thecomplexity of relationships between cultural heritage and its
urban context.
• Disasters and their impact on cultural heritage, which
includes an overview of recent disasters or disasters with a
specific relevance to the participants. This section may help
set the theme for the entire course.
• Interrelationships between the causes of disasters andintroduction to the basic terms, such as disaster, risk,hazard and vulnerability. Thematic content such as theimpact of climate change or man-made disasters may also
be introduced at this stage.

52

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Framework• The basic principles of disaster risk management of
cultural heritage.
• The evolution of the field; describing various initiatives at the
global scale as well as regional and national scales and theneed for action. This topic helps in orienting the participants
to understand the need for the course and their roles ascultural heritage managers, disaster risk managers, policy
makers etc.
The module can be tailored in different ways, depending on theoverall course structure and the thematic focus. For example,
in the RitsDMUCH International Training Course series, courses
generally extend for a period of two weeks and this module iscovered over 2-3 days (16-20 hours).
In shorter courses, the module can be structured to combine
various topics in a continuous presentation or workshop. For
such courses, which may range from a single day seminaror course to a 2-3 day programme, the content may besummarised depending on the course objectives. For instance,in the TYPE A variation of the course, this entire module may becompressed into a single lecture).

Section 3.1 | Background of the Field, Approaches and Principles

53

INTRODUCTION

Self-Study

Principles, Framework and Risk
Analysis at site level

	
  

	
  

	
  

9/8 (Sat)

9/9 (Sun)

9/10 (Mon)9:30-10:00(30)Registration

9:30-10:40(70)Lecture 3
Disaster Risk Management of Cultural
Lecture 2
Introduction to the Context Heritage - Significance and Core Principles(JIGYASU)
of Historic City of Kyoto(YAMASAKI)
9:30-11:00(90)10:00-10:10(10)Opening Address(Chancellor KAWAGUCHI)
10:10-11:10(60)Orientation to the Course(JIGYASU)

Lunch	  Lunch	
  11:30-12:40(70)Lecture 1
The Need for Disaster Risk Management for
Cultural Heritage in Historic Cities: The Case of
Kyoto(TOKI)

12:30-15:00(150)

Site Visit 1
Observations of Risks at WHS in Kiyomizudera
Temple(Kyoto Pref.)Lunch	
  14:00-16:30(150)

Self-­‐Study	  To DMUCH

Presentations
by the Training Participants

15:30-17:00(90)Workshop 1
Risk Analysis Exercise for Kiyomizu-dera
temple, Introduction to Key Terminology(JIGYASU)(Resource Persons)	
  17:00-18:00(60)

17:00-­‐19:00(120)	
  Case Study PJ

Welcome	  Dinner	  Kyoto	
  

	
  

54

to	
  Kiyomizu	  	
  (Resource Persons)
Kyoto	
  Kyoto	  An excerpt from the timetable of the International Training Course 2012, illustrating the structure ofModule 1, which included lectures as well as site visits. The orientation to the course is directly linked
to the first module. The chronology of various lectures and exercises may not always be possible toimplement, due to limitations of time, availability of resource people and logistics. Here, the workshops
for Module 1 and Module 2 have been combined using the primary case study of Kiyomizu-dera. The
detailed process of the case study is explained in Module 2.

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Cultural Heritage in the
Urban Environment
Summary of Content
This section introduces the scope of cultural heritage andapproaches related to heritage and the urban environment.

Introduction to cultural heritage and its significance• Overview of what constitutes cultural heritage and its
associated values.
• The role of cultural heritage plays within the urban
environment.

Image Ref. 3.2
Traditional house example in Eskigediz, turkey
Source: Zeynep Gul Unal

Approaches related to cultural heritage• Examining the changing scope of heritage from monuments
to settlements, cultural landscapes, movable objects andintangible traditions and skills.
• Focus on the living dimensions of heritage that seeks
to pursue continuity and evolution rather than mere
preservation.
• The increasing significance of disaster risk management of
cultural heritage.

Approaches relating to the urban environment• Specific innovations in methods for urban planning, design
and management.
• Examples of how each innovation can assist in thedevelopment of disaster risk management plans for urban
cultural heritage.

Section 3.1 | Background of the Field, Approaches and Principles

55

Teaching Strategies
Core Lectures
Lectures comprised of secondary case examples, rapid
fire slide shows and discussions drawing upon participant
experiences may be used to explain the changing scope ofheritage especially in an urban context using relevant examples.
Key concepts may be supported by personal anecdotes.
Some concepts could also be illustrated on a white board orflip chart. Examples which would help the participants relate
the theoretical content to actual events or sites should behighlighted. The instructor should facilitate discussion among
participants on their understanding of cultural heritage and thechallenges of conservation and management.

A diagrammatic representation of the realmof cultural heritage and interconnectedness ofvarious components in an urban environment.
Source: Rohit Jigyasu

CulturalLandscapeHistoric
City / Area
Historic Buildings

Historic Buildings

Collections

Archaeological Site
Archaeological
Site

LivingHeritage

Image Ref. 3.3
The historic city of Patan was used as a secondarycase example to illustrate the complexities of cultural
heritage and the urban environment
Source: Rohit Jigyasu

CulturalLandscapeHistoric
City / Area
Historic Buildings

Collections

56

Historic Buildings

Archaeological
A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasSite

Archaeological Site

Sample Lecture
Disaster Mitigation and Integrated Planning of Historic Cities, Lecture 5, International
Training Course 2011
Instructor: Sebastian Moffat | Duration: 80-90 minutes

This session summarised three innovations in analysis and urban planning, which form a part of the principles,
approaches and methodologies to assist with the analysis of risks and disaster risk management for urban heritage.
These innovations are:
1. Conceptualising the built environment as a socio economic system.
2. Systems thinking and the process of integrated planning and design.
3. Collaborative modes of decision-making and policy formation.
Each of these innovations has generated a series of tools and practices. These were examined one by one, andspecific questions about each topic were addressed. The central question of this session was then focused on:
How might this concept/tool/method assist with the preparation and application of disaster risk management plansfor cultural heritage in urban environment. Rapid fire slideshows, diagrammatic explanation of concepts and casestudies were used to communicate the content.

Image Ref. 3.4
Sebastian Moffat explaining various aspects ofsystems thinking for urban management. The
disaster risk management cycle is illustrated within
the classroom, indicating the stage of the process
being discussed with the participants.
Source: RitsDMUCH

Key references
Moffat, S. and Kohler, N., (2008). Conceptualizing the Built Environment as a Social Ecological System. Building Research and Information. 36(3), pp.248-268.
Tung, A.M., (2001). Preserving the world’s great cities: the destruction and renewal of the historic metropolis. New York: Clarkson Potter.
Suzuki, H., Dastur, A., Moffatt, S., Yabuki, N., Maruyama, H., (2010). Eco2 cities : Ecological cities as economic cities. World Bank.

Section 3.1 | Background of the Field, Approaches and Principles

57Impact of Disasters on
Cultural Heritage
Summary of Content
The section introduces the following issues in a broad manner,setting the context for the rest of the course. This section
may be combined with the next section (Understanding Key
Terminologies) and the previous sections (Cultural Heritage
and the Urban Environment) in one session depending on time
constraints.
• Impacts of disasters on cultural heritage.
• Critical challenges from global, national and regional
perspectives.
• Causes of disaster risks to heritage sites.

Teaching Strategies
Core Lectures
This section introduces participants to the type of disasters
and their impact on cultural heritage. Recent disasters
and their consequent impact to cultural heritage may behighlighted graphically, using iconic images and also statistical
data to impress upon participants the need for disaster risk
management. A lecture could be supported by a series of
rapid-fire slide shows resulting in an active dialogue between
the participants and course coordinators. This section could
also provide an opportunity for participants to introduce theirown experiences and for the instructor to introduce primary or
secondary case studies.
Sample Strategy
Participants are shown images of cultural heritage damaged asa result of a disaster and asked to guess the scenario. They
are shown several such cases to highlight the risks faced bycultural heritage in the urban environment and to stress theneed for disaster risk management of cultural heritage.

58

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.5
Remains of Catholic Basilica after theearthquake in 2011
Source: Bryan Lintott

Sample Lecture
Reducing Risks to Cultural Heritage in Kyoto, Lecture 1, International Training Course 2012
Instructor: Prof. Kenzo Toki, Director, RitsDMUCH | Duration: 60 minutes

This session highlighted issues related to protection of cultural heritage from post-earthquake risks, focusing on
the case of rich urban cultural heritage of Kyoto. Through this session, using the example of the Kobe Earthquake(1995), and the history of Kyoto’s cultural heritage being damaged due to fire, the following issues werehighlighted:• Vulnerability of Kyoto in a post-earthquake fire
• Vulnerability of the fire-protection systems and fire extinguishing systems in the event of an earthquake,particularly in historic buildings such as old temples and shrines• High density of the significant heritage structures and objects within Kyoto coinciding with the seismic faults• Imminence of an earthquake occurring in the near future
Historically, Kyoto‘s heritage had been at risk, primarily due to political issues and socio-economic causes witha significant proportion of the temples being destroyed in the mind-fifteenth century. However, the situation
has changed dramatically over the past century and the greatest threat to the cultural heritage of Kyoto is theoccurrence of an in-land earthquake or fire. The evolution of the urban structure of Kyoto is also responsible fordramatically increasing the risks, due to the increased density of urbanisation surrounding the cultural heritage ofthe city.
The issues with existing fire protection and extinguishing systems in the historic temples or shrines of Kyoto arethat they deal primarily with the possibility of a fire occurring inside the structure itself. However, in the event of anearthquake, the possibility of a fire attacking the structure from the outside increasing significantly. Therefore, it
becomes imperative to address this possibility as well. Historical sources indicate that a fire in 1788, referred toas the ‘Big Fire’ of Ten’mei was responsible for widespread damage to the timber shrines and temples in the area.
Today, this region is devoid of any nationally significant structure or object, and it is fortunate that structures outside
the periphery of this zone survived. The key objective now is to recognise that it is unlikely to reconstruct these

Section 3.1 | Background of the Field, Approaches and Principles

59

pieces of heritage, should they be destroyed and therefore it is all the more important to have protective measuresand countermeasures in place for their continued protection.
A large active fault known as the Hanaore Fault runs through the Kyoto basin, which is subject to very high seismic
forces. Besides this active fault, there are several other active faults. The cultural heritage of Kyoto is concentrated
on two different geographical configurations. The first is the hill side and the second, flat land. The Kyoto basin isconnected to a large lake, Lake Biwa through 2 canals, which provide the city with a large amount of water. The
canal’s water may be used during an emergency to create a water curtain around the structure. The feasibility ofsuch systems needs to be examined carefully as they may not be applicable at all site locations. This system is anadaptation of a system used in the nineteenth century in the Higashi Honganji temple, located near the canal. The
water supply system still exists and may be updated.
Similar case studies have been undertaken for implementing this particular system, such as in the case of theKiyomizu Temple and near-by community. The plans have been made and implemented in the area as a five
years programme of the central and local governments. In cases where the structures will be unable to withstandhigh pressures of water streams, misting systems are being designed. It should be reiterated that establishingcountermeasures for protection of cultural assets in cities and districts such as Kyoto and Nara should be given
the highest priority considering the possibility an earthquake occurrence in the future and the vulnerability of theseareas for post-earthquake fires.
The lecturer emphasised that experts working on conservation of cultural assets and those working on disaster risk
management have begun to collaborate on these issues, which is imperative for the long term future of these sites.

Image Ref. 3.6
Urban growth in relation to cultural heritage inKyoto, shown through comparing two maps dating
to 1890 and present day.
Source: Kenzo Toki

60

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Key Terminologies andRelationships
Summary of Content
The section aims to introduce the participants to analyse
the complexity of a disaster situation in terms of multiplecause-effect relationships. It also seeks to introduce the key
terminology, namely:• Disaster• Risk• Hazard• Vulnerability• Capacity and resilience
Relationship of hazard, vulnerability and disaster risk to be
explained
Other key concepts to be introduced
Climate change, mitigation, prevention, recovery, response

Secondary Hazards

Primary Hazard

Heritage Site

Disaster Risk

Vulnerability Factors
Relationships between hazards,
vulnerabilities and risks
Source: Rohit Jigyasu

Secondary Hazards

Key references
UNESCO-WHC, (2010). Managing disaster risks for world heritage (World heritage resource manual). Paris: UNESCO.
UNISDR, (2002). Terminology of disaster risk reduction. Geneva, United Nations International Strategy for Disaster Reduction.
Available at http://www.unisdr.org/eng/library/lib-terminology-eng%20home.htm.

Section 3.1 | Background of the Field, Approaches and Principles

61

Teaching Strategies
Core Lectures
The instructor can illustrate various terms and their interrelationships throughsecondary examples and explanatory diagrams and matrices. At this stage adetailed series of lists of hazards and related vulnerabilities should be given toparticipants as resource material as well.

Primary Case Study
A workshop should be designed to highlight relationships between hazards,
vulnerabilities and disaster risks. Ideally it should be based on an actualsite/ case study to ensure that participants are able to apply their theoreticalunderstanding in a logical manner based on actual site observations. In
the International Training Course format, the primary case study format has
been followed several times, combining this section with the next module(Module 2: Risk Analysis). The site of Kiyomizu-dera Temple and Sanneizaka
Preservation District of Kyoto has been used as the site for various workshops.
This workshop also introduces participants to risk identification and preliminary
analysis which is the first stage in the risk assessment process described in thesecond module.

Primary Case Study Example
STAGE 2: Identifying risks and potential negative impacts, Linking Various Aspects of Risks andIntroduction to Basic Terminologies and Relationships, Site: Kiyomizu-dera Temple
Workshop 1, International Traning Course 2011
Instructor: Rohit Jigyasu | Duration: 90 minutes• The instructor introduced the exercise and distributed the maps and secondary information on the site alongwith worksheet titled ‘Observations and Recording’ before the site visit. Upon return from the site visit, theparticipants were divided into groups. The instructor asked each group to list potential negative impacts on
the site and sources/causes for the same based on their site observations.
• Each group was given two sets of placards of different colours for writing the potential impact and thecauses/sources. The instructor collected the placards and put these up on the board. The instructor thenfacilitated an exercise where participants drew multiple links between potential impacts and the causes/
sources.
• He then re-organised these placards as hazards and vulnerabilities and introduced their definitions (including
the types) and those of disaster risks. The difference between disaster risks and other kinds of risks and thelinks between the two was thus highlighted.

62

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.7, 3.8
Participants record their observations and thenplace their separate placards on a common pin
board trying to relate impacts with causes anddevelop relationships between the two
Source: RitsDMUCH

Image Ref. 3.9
The instructor explains the relationships
between hazards and vulnerabilities once theplacards have been organised on the board
to summarise the workshop.
Source: RitsDMUCH

Sample format for recording observations on site

S. No.

	
  
	
  
	
  

Observations at the Site and its
immediate surroundings (Damage
or Deterioration pattern /phenomenon/activity/planning)
Any secondary information fromavailable sources	
  Location

Potential Negative
Impacts on the World
Heritage Property

Possible Cause(s) /Source(s)

	
  

	
  

	
  

Section 3.1 | Background of the Field, Approaches and Principles

63

Approaches and Principles for
Disaster Risk Management for
Cultural Heritage
Summary of Content
This section outlines the need for an integrated approach fordisaster risk management of cultural heritage by identifying
the links between disaster risk management, sustainable
development and heritage conservation and management. It
introduces principles such as:• Reducing disaster risks to various kinds of cultural heritage.
• Taking into consideration multiple hazards that may follow
each other like the tsunami after the earthquake.
• Reducing underlying factors that cause disasters.
• Addressing the risks that may originate from inside theheritage site or object or from the surrounding environment.
• Addressing disasters as a continuous process preceding
the event itself and developing as a consequence of actions
taken after it.
• Reducing disaster risks to the heritage values embedded in
the site.
• Identifying the role that cultural heritage can play in disastermitigation.
• Reconciling conflicts and engaging multiple stakeholders.
• Linking with disaster management systems at site/ local /regional/national level.

Diagrammatic representation of integration ofdisaster risk management planning into overall sitemanagement and regional planning
Source: Rohit Jigyasu
Disaster Management
System for Region / District / City

64

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Disaster Management
Plan for Cultural Heritage

Site Management
SystemDisaster Risk Management& Sustainable Development

Disaster Management

Cultural Heritage Needs should be
integrated into disaster risk
management and sustainable
development policies

Cultural Heritage

Cultural Heritage

Diagrammatic representation of integration ofdisaster risk management planning into overall sitemanagement and regional planning
Source: Rohit Jigyasu

Disaster risk Management
and sustainable development
should be introduced into
cultural heritage sites

Key References
Jigyasu, R., (2006). Integrated Framework for Cultural Heritage Risk Management. Disaster and Development
Journal of the National Institute of Disaster Management, 1:1, November 2006, New Delhi
Kyoto Declaration 2005 on Protection of Cultural Properties, Historic Areas and their Settings from Loss in
Disasters adopted at the Kyoto International Symposium 2005 -towards the protection of cultural properties andhistoric urban areas from disaster. Kyoto Kaikan, 16 January 2005.
Thimphu Document 2010, outcome of the International conference on disaster management and cultural
heritage. Thimphu, Bhutan, 12-14 December 2010.

Teaching Strategies
Core Lecture
The core lecture should present the various links between
disaster risk management, cultural heritage and the urban
environment through secondary case examples, which may
be local or global depending on the focus of the course.
This lecture should be approached as being central to thefirst module and the various other lectures and presentations
should link back to the principles and concepts introduced
at this stage. In case of a short term course or seminar, thislecture could potentially summarise all the other content of themodule. Diagrammatic representations highlighting various
relationships would be particularly useful in such a format. The
lecture should be illustrated through secondary case examples
to illustrate various approaches and principles.

Section 3.1 | Background of the Field, Approaches and Principles

65Sample Lecture
Significance of Disaster Risk Management and Core Principles
Instructor: Rohit Jigyasu, International Training Course 2011 | Duration: 80 minutes

The objective of this lecture was to engage participants in a discussion which would make them appreciate the needfor an integrated approach towards disaster risk management, and then introduce the disaster risk management
cycle which would form the basis for the rest of the course framework. This is a critical segment of the course. The
presentation highlighted the issue that cultural heritage is under increasing threat from various catastrophic events;
both natural and human induced such as earthquakes, floods, cyclones, fires, armed conflicts and terrorism. This was
illustrated through examples from various parts of the world including some recent disasters such as Christchurch(New Zealand), Tohoku (Japan) and Haiti.
The presentation further highlighted various challenges in reducing risks to cultural heritage before, during andafter disasters. Lastly, risks to cultural heritage during the post-disaster recovery phase were elaborated throughexamples. These included difficulties in undertaking damage assessment of heritage structures and challenges
in taking decisions for recovery of cultural heritage and lack of integration of cultural dimensions in post-disasterreconstruction.
At the end of the lecture the disaster risk management cycle was introduced. This cycle highlights various activities tobe undertaken for the prevention and mitigation, preparedness, response and recovery phases.
The lecture was followed by a site visit to the World Heritage Site of Kiyomizu-dera, where participants wereintroduced to their first workshop dealing with the initial stages of risk assessment, and highlighting relationships
between disaster risks, vulnerabilities and hazards.

Review

Recovery &Rehabilitation

Treatment(repairs,
restoration,
retrofitting)

Risk Assessment

After Disaster

Before Disaster

Risk Prevention
and Mitigation

DamageAssessment
During Disaster

Emergency Preparedness andResponse Procedures

DISASTER RISK MANAGEMENT CYCLE FOR
CULTURAL HERITAGE SITES

66

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Image Ref. 3.10
Remains of the Anglican Christchruch Cathedral,used as a secondary case example
Source: Bryan Lintott

The integrated disaster risk management cycle
Source: Rohit Jigyasu

Evolution of the Field
Summary of Content
This section introduces the international developments inthe field of cultural heritage risk management to participants
highlighting the present discourse on the subject. Briefly,
this session would include benchmark events, declarations,charters, principles and strategy documents related to disasterrisk management of cultural heritage, tracing developments
across the world and introducing the various organisations
involved in the subject areas.
The following organisations and policy documents could be
introduced:• Organisations such as: ICCROM, ICOMOS, ICOMOSICORP, UNISDR, UNESCO World Heritage Committee,
International Committee of the Blue Shield, International
Council on Museums, IUCN, UNEP, UNHCR• International Declarations such as: Convention concerning
the Protection of the World Cultural and Natural Heritage,
UNESCO, 1972, the Declaration of Quebec, Ist National
Summit on Heritage and Risk Preparedness, Quebec City,
Canada, 1996. (Stovel, ICCROM, 1998), the Kobe/Tokyo
Declaration on Risk Preparedness for Cultural Heritage,
Kobe/Tokyo, 1997, Strategy Document for Reducing Risks
from Disasters at World Heritage Properties.
(Detailed list given in appendices)
The following issues need to be highlighted:• The need to further build capacity at regional, national andlocal levels for various types of target groups including
decision makers.
• Development and implementation of disaster risk
management plans for various types of cultural heritage sites
e.g. archaeological sites, historic cities, vernacular, culturallandscapes, museum catering to various types of naturaland human induced hazards such as earthquakes, floods,
fires, armed conflicts.
• Need for mainstreaming cultural heritage in wider disastermanagement field. Links of culture with various sectors
such as housing, infrastructure, livelihood, and sustainable
development. The process of connecting with existing
networks and programmes.

Section 3.1 | Background of the Field, Approaches and Principles

67

Teaching Strategies
Core Lecture
A lecture should discuss the developments in the fields ofdisaster risk management of cultural heritage, internationallyas well as relating to participants’ local and regional contexts
through secondary examples. If needed, the instructor mayconnect this lecture to local, regional and national policies oncultural heritage and disaster risk management. This subject
may also be undertaken at a later stage in the course.
Thematic Lectures
Based on the length and focus areas of the course, thematic
content emphasising management systems specific to theregion, local policies and planning approaches could be
introduced at this stage. A running primary case study, which
would include site visits and workshops through various
modules of the course, can also potentially be introduced here
in order to connect back to it through each stage of the course.
Site Visit / Primary Case Study
A visit to a local heritage site may be arranged at this junctureof the module. The various site management policies, local
policies and national and international frameworks that apply to
it could be clearly illustrated to participants by the site manager
or any other assigned resource persons with extensive
knowledge of the site as well as the applicable policies. The
history and background of the site and region may also bepresented as part of these sessions or as a separate session,
as a presentation or part of the site visit.
Sample Lecture
Linking with larger institutional framework and methods for post disaster recovery and rehabilitation ofcultural heritage at international/national /regional levels, International Training Course 2010
Instructor: Giovanni Boccardi | Duration: 60 minutes

The objective of this session was to provide participants with an understanding of the larger global context, bothin institutional and policy terms, in which the protection of cultural heritage properties from disasters takes place.
Particular emphasis was placed on the opportunities that exist from a more integrated relationship between the fieldsof heritage conservation and disaster risk management. The session referred to key policy and guidance documents
as well as to established international processes to which national and local actors may link their initiatives.
The lecture elaborated on the reasons for the growing number of disasters, focusing in particular on increasing
exposure, vulnerability and the effects of climate change. The nexus between disasters and sustainable development

68

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

and poverty, was also highlighted. Examples were provided of ways in which well-maintained heritage can contribute tosustainable development through multiple “services and goods”, including by the reduction of risks from disasters forpeople and assets.
The international institutional framework in the area of disaster risk management in general and with respect to heritage
protection was briefly introduced. The basic terminology, main relevant institutions, policies, guidance and resourceswere presented, explained and commented on, focusing in particular on the Hyogo Framework for Action and theStrategy for Reducing Disaster Risks at World Heritage Properties, while emphasising links and possible synergies withother relevant international legal instruments (e.g. 1954 and 1970 UNESCO Conventions). Information on the specificfunctions and roles of UNESCO, ICOMOS-ICORP, IUCN, the International Blue Shield Committee and other relevant
actors was provided.
The second part of the lecture touched upon existing processes which are important for heritage protection in
the context of disaster risks. In particular, the Post-Disaster-Needs-Assessment (PDNA) and Post-Conflict-NeedsAssessment (PCNA) were introduced, including reference to methodologies for assessing impacts on heritage andtheir consequences for sustainable human development as well as proposals to the international donor community for
financial support.
References:
ICCROM, ICOMOS, IUCN, UNESCOWHC, 2010, Managing Disaster Risks for World Heritage, WH Resource Manual, Paris, UNESCO.
Hyogo Framework for Action-2005-2015, Building the Resilience of Nations and Communities to Disasters

Sample Lecture
The International Context for Conservation and International Initiatives on Disaster Risk
Management for Cultural Heritage, International Training Course 2012
Instructor: Joseph King | Duration: 60 minutes

The instructor introduced the international context for the various initiatives that have been undertaken for disasterrisk management for cultural heritage at a global level. He introduced the structure and evolution of internationalorganisations such as the UNESCO World Heritage Centre, ICOMOS, and ICCROM. The scope of other internationalorganisations such as ALESCO, SPAFA, European Union / Council of Europe, private bodies such as the Getty
Conservation Institute, World Monuments Fund were also discussed. These were then linked to the internationalorganisations dealing with issues of disaster risk management such as UNISDR, Global Platform and Regional
Platforms, World Bank, NGO’s and Civil Society. Bilateral and Multilateral Development Agencies such as the World
Bank, Sida, and USAID were also briefly discussed.
The specific mandate of ICCROM and its commitment to promoting the conservation of cultural heritage worldwide
was briefly discussed.
Finally a strategy for risk reduction for World Heritage Properties was discussed by the instructor. This lecture related toother discussions initiated within this module and the previous modules dealing with international agencies concernedwith the disaster risk reduction and disaster risk management of cultural heritage at a global scale.
Potentially, this type of lecture could be placed in an earlier module (Module 1) or towards the end of a course(Module 6)

Section 3.1 | Background of the Field, Approaches and Principles

69

3.2 Risk Assessment
Module 1

Introduction andBackground

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy for the
ModuleStage 1

Beforea Disaster
Stage 3

Stage 2

Post
DisasterDuringa DisasterAt the conclusion of the previous module, participants should
Stage 1
Stage 1have been introduced
to the impact of disasters on cultural
BeforeBeforeheritage and the basic relationships between hazards,
a Disastera Disaster
vulnerabilities and disaster risks. The disaster risk management
cycle has also been introduced to them, illustrating each stage inStage 2
Stage 2
Stage 3
Stage 3the disasterrisk management process. Building
upon this base,DuringDuringPost
Post
participants can nowa be
introduced to the approaches anda Disaster
DisasterDisasterDisastermethods for risk assessment.
This module is critical to the course, as it informs participantsof the existing methodology and tools for risk assessmentthat form the basis of the disaster risk management plan. The
thematic focus of the course will also determine a large share inthis module, since risk assessment can vary widely dependingon the scale, location and context of a site and the natureof the hazards under consideration. For instance, a course
addressing earthquake risks for a heritage precinct with a large
number of timber structures would need to emphasise risk
assessment methodology based on seismic characteristics,
risks of fire caused due to earthquake as well as the vulnerabilityof timber and soil conditions in order to determine the behaviourof individual structures. At the level of individual buildings,
specific technologies such as behavioural studies of structures
could come into play. It is important to introduce this concept
to participants who may be professionals involved in theconservation of this type of buildings.
The general structuring of this module is as follows:• Identification and analysis of disaster risks throughcollection of data from primary and secondary sources

70

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Framework

followed by linking primary and secondary hazards andvulnerabilities and their potential negative impacts.
• Developing alternative disaster scenarios for the heritagesite and evaluating risks as low, medium or high level on thebasis of their probability and severity of consequence. Thismay be used to prioritise options for mitigating risks on thebasis of risk evaluation and other factors such as availability ofresources and larger goals.
							Since each step of the risk assessment process is closely linked,
the lectures used to deliver the content could be combined. A
single series of workshops or one large exercise could also be
used to guide the participants through each stage of the risk
assessment process. Secondary case examples are particularly
useful for this module as they would help illustrate the detailed
approaches and methodology applicable in specific contexts.
They may also be used to explain how risk assessment fits within
the disaster risk management planning framework.
This module’s content can be summarised for a shorter
course but can potentially be an independently taught module
for heritage professionals or site managers, especially if it isstructured around a specific thematic area. In the International
Training Course series organised by RitsDMUCH, this module
has generally been covered in three or more days out of two
weeks and explored specific technical aspects depending on theannual theme of the course.
For shorter courses (TYPE A), this module can be summarised
into a single lecture presentation and a workshop as part of acase study. As an independent module of 1-3 days (TYPE B),
a series of workshops and case examples could be used toillustrate not just generic approaches to risk assessment but
specific focused tools and techniques could also be highlighted.

Section 3.2 | Risk Assessment719/10 (Mon)
Principles, Framework and Risk Analysis atsite level
DMUCH	
  Kiyomizu-­‐dera	  9/11 (Tue)

9/12(Wed)

Risk Analysis at Urban level

Risk Assessment

DMUCH	
  Sannei-­‐zaka	  DMUCH	
  9:30-10:40(70)
9/10
(Mon)
9/11 (Tue)
Lecture3
9:30-10:40(70)Principles,
Frameworkand Heritage
Risk Disaster
Risk Managementof Cultural
Lecturelevel
4
Risk Analysis at Urban
AnalysisandatCoresitePrinciples
level
SignificanceDisaster Imagination Game (DIG)
DMUCH
DMUCH (OKUBO)(JIGYASU)
Kiyomizu-dera

Sannei-zaka

9:30-10:40(70)Lecture 3
Lunch	  Disaster Risk Management of Cultural
Heritage - Signiﬁcance and Coreto	
  Principles
Kiyomizu	  	
  (JIGYASU)

to Kiyomizu

12:30-15:00(150)
Site Visit 1
Observations of12:30-15:00(150)
Risks at WHS in Kiyomizu-dera
TempleSite
Visit 1
(KyotoObservationsof Pref.)
Risks at WHS in
Kiyomizu-dera
Temple(Kyoto Pref.)To DMUCH

Site Visit 2
Sannei-zaka Important
To DMUCH
Preservation District
Lunch(OKUBO)To DMUCH

Risk Assessment
10:00-11:10(70)Lecture 6
DMUCH
Ecology and Sustainability of Historic Urban
Areas
9:30-10:00(30)Case Study PJ (S. MOFFATT)
10:00-11:10(70)Lecture 6
Ecology and Sustainability of
11:30-12:40(70)Historic Urban Areas
Lecture 7(S. MOFFATT)

11:00-12:30(90)Site Visit 2
Sannei-zaka
Important Preservation
To Sannei-zaka
District
11:00-12:30(90)(OKUBO)

Lunch

9/12(Wed)(Resource Persons)

9:30-10:40(70)Lecture 4
Disaster Imagination GameTo	
  Sannei-­‐zaka	
  (DIG)(OKUBO)

9:30-10:00(30)Case Study PJ(Resource Persons)

Disaster Mitigation and Integrated Planning ofHistoric Cities'
11:30-12:40(70) (S. MOFFATT)

Lecture 7
Disaster Mitigation and Integrated
Planning of Historic Cities'
Lunch(S. MOFFATT)

Lunch
14:00-15:10(70)
14:00-15:30(90)Lecture 8
Workshop 2
14:00-15:10(70)
14:00-15:30(90)Introduction to the Integrated
Lecture 8
Risk Assessment
Workshop 2Exercise: Presentation
Methodology for Assessing Risks
and Discussion
on DIG Introduction to the Integrated
Risk Assessment
Exercise:(JIGYASU)
Methodology for Assessing(OKUBO)
Presentation and Discussion
Lunch

Risks
(JIGYASU)

on DIG(OKUBO)To DMUCH

15:30-17:00(90)15:30-17:00(90)15:30-17:00(90)15:50-17:00(70)15:30-17:00(90)15:50-17:00(70)Workshop 3 Workshop 3
Workshop1
Lecture 5
Workshop 1
Lecture 5
Building a Disaster
Scenario
BuildingRisk
a Disaster
Risk Scenario and
Risk Analysis Exercise for Kiyomizuthe
EWSS
How tomaketheplan?
EWSS plan?
Risk Analysis Exercise for Kiyomizu-dera temple, How to makeAssessingand Assessing Risk
LevelsRisk Levels
dera temple, Introduction to Key(OKUBO)(OKUBO)
IntroductiontoKeyTerminology
Terminology(S. MOFFATT)(S. MOFFATT)(JIGYASU)(JIGYASU)
17:00-18:00(60)Case Study PJ
17:00-18:00(60)(Resource Persons)
Case Study PJ(Resource
Persons)
Kyoto

Kyoto

17:00-18:00(60)Case Study
PJ
17:00-18:00(60)(KANEGAE)
Case Study PJ
Kyoto(KANEGAE)
Kyoto

17:00-18:00(60)Case Study PJ17:00-18:00(60)(Resource Persons)
Kyoto

Case Study PJ(Resource Persons)
Kyoto

	
  
An excerpt from the timetable of the International Training Course organised by RitsDMUCH, 2012
which illustrates how Module 2 can be structured. There is the potential for overlapping content in all
three modules which would need to be tailored based on specific needs of the course coordinators andparticipants and availability of resource persons.

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A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Risk Identification,
Analysis and Constructing
Disaster Scenarios
Summary of Content
The objectives of this module are to introduce the basic
methodology for undertaking risk assessment of cultural
heritage sites and enable participants to prioritise risk reduction
strategies and decide on the approach for mitigation. The firststage within this process is the identification and analysis ofpotential risks.
Identification of risks includes the following aspects:• Establishing the values and significance of the site.
• Geographical, hydrological, meteorological and seismic dataand other secondary information which may be applicable toa specific context.
• Historical data on previous disasters which may haveaffected the site or its surroundings.
• Detailed inventories of all information related to the site, its
management and facilities, planning and infrastructure.
• First hand records of the site based on individual surveys
and documentation.
Risk analysis builds upon risk identification and also takes into
account various other issues such as the safety of visitors andlocal residents.
Risk analysis includes the following aspects:• Listing all the natural and human-induced hazards that could
potentially have an adverse impact on cultural heritage. This
would link to the identification of risks covered in the previous
section.
• Identifying the issues which when combined with potential
hazards could cause a disaster risk to the site. These may
be issues of site management, physical conditions of the site
and/or buildings and movable objects, underlying social andeconomic issues, etc.
• Analysing the ‘cause-effect’ relationships between various
primary hazards and underlying risk factors that increase theproperty’s vulnerability and expose it to disaster risk.
Section 3.2 | Risk Assessment

73Statistical Data
(Global, Regional,
National Level)

Risk Identification

The risk identification process
Source: Rohit Jigyasu
Memory & Knowledge(peoples exprience)

Site Observations(Conditions & Facilities)

Risk identification and analysis may be undertaken at:• Heritage site level• Individual heritage building level• Urban level
In the case of World Heritage Sites, this may also be
considered at the core zone and buffer zone levels.

Constructing Disaster Scenarios
The next stage of the risk assessment process involves
developing possible disaster scenarios for a heritage site.
Scenarios are framed on a series of assumptions which arederived from the information gathered in the risk identification andanalysis stages. The development of alternative scenarios helps
in assessing different possibilities and their potential impacts on
heritage resource components. Scenarios should be detailed
as a sequence of events with cause-effect relationships. Whilethe exercise itself involves a fair bit of speculation because of
the different variables involved, the issues which are highlighted
in the process can be addressed effectively in the disaster risk
management process. Following the evaluation of disaster risks
identified for a cultural heritage site is the prioritisation of risk
mitigation strategies. As the concluding section of this module,
there is a need to link this section with the next module which
addresses prevention and mitigation strategies in detail.

74

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Disaster scenarios would need to consider the following factors
or variables:• The hazard. Disasters can be the result of a single extreme
primary hazard or a secondary hazard. For instance, anearthquake would be a primary hazard, but a resultant firewould be a secondary hazard.
• Vulnerabilities of the site in question. These can be
identified in the risk analysis process.
• Potential impact of the disaster.
Key References
FEMA. Region II Hazard Mitigation Plan Tool Kit: Risk Assessment. Washington DC, Federal Emergency
Management Agency. Available at http://www.fema.gov/about/regions/regionii/toolkit_risk.shtm
Jigyasu, R., (2010). Risk assessment of world cultural heritage: tools and methodology, presented in
Risk assessment in heritage: a need or a luxury? Conservation Institute (IC) of the Faculty of Engineeringof the University of Porto (FEUP), Portugal.

Teaching Strategies
Depending on the scale of the course participants may focus
on risk analysis at the urban, site or object level. A combinationof presentations and workshops may be used for this section
to explain the theoretical and mathematical aspects of risk
analysis.
Core Lecture
The role of risk assessment for disaster risk management
should be emphasised for participants in this lecture. It is
possible to combine all the sections of this module in a single
introductory lecture, and then elaborate each step using
thematic lectures. Assessing values of heritage sites andproperty should be illustrated through examples and referencesfrom international charters and approaches, introduced in
the previous module. Detailed lectures may help in exploring
specific techniques of risk assessment and behavior ofstructures in case of a disaster resulting from specific hazards
such as earthquakes, cyclones etc.
Thematic Lectures with Secondary Case Studies
Individual steps in risk analysis depend greatly on the scale andnature of the site and the types of hazards being addressed,
so at this stage in the course, thematic focus becomes fairly
significant. Thematic lecture presentations could potentially belinked with secondary case studies building upon the applicationof analysis methods to actual heritage buildings or sites.

Section 3.2 | Risk Assessment

75Primary Case Study
Participants working on a primary case study through the lengthof the course or though the length of this module could use thisopportunity to begin the process of risk assessment on theirown with the assistance of the instructor. This could be in theform of independent study groups or discussions or be linked
with a workshop combining the content of the various sectionsof this module.
For instance, the previous module introduced the various
terminologies of the disaster risk management process andtheir relationships through a workshop. Those concepts
could be linked with the content of this module to integrate
workshops based on a primary case study.
Participants’ Case Study ProjectIn case participants are working on individual or team projectsof their own selection, they may be given initial assignments
based on the material they have gathered prior to the course.
Formats and worksheets may be given to participants to initiate
this process.

Image Ref. 3.11
Participants making observations ofrisks on site in Kathmandu,
International Training Course 2011
Source: RitsDMUCH

76

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Primary Case Study Example
For Risk Assessment used in RitsDMUCH Training Course Series
World Heritage Site of Kiyomizu-dera Temple
BackgroundKiyomizu-dera Temple officially Otowa-san Kiyomizu-dera, is a temple of the Northern Hosso sect of Buddhism
located in Higashiyama, Kyoto. The temple’s origin dates back to 778 AD and it has a long history of disasterfollowed by reconstruction. The Kiyomizu-dera Temple, a traditional Japanese wooden structure, has no nails or
metal devices to assemble its columns and beams. The temple is adjust to “Sanneizaka Important Preservation
District for Groups of Traditional Buildings”.
The case of Kiyomizu-dera Temple was used to illustrate all the stages of the risk assessment process by taking into
consideration the core area of world heritage and its buffer zone (including Sanneizaka preservation district). Thiscase study was explored through lectures, focusing on treatments and analysis techniques utilised on site as well as
an illustration of the methodology of risk assessment. The workshops, which involved participants visiting the site,
formed the primary part of this exercise. The workshop aimed to introduce the participants to the analysis of thecomplexity of a disaster situation in terms of multiple cause-effect relationships. Specifically, it illustrated the basics
of dynamics related to the earthquake response of the structure and helped explain the seismic performance of a
traditional timber structure, and how it could potentially be strengthened against conceivable risks.

Image Ref. 3.12
A view of the site
Source: RitsDMUCH

Site Visit
Risks Identification and Analysis at World Heritage Site in Kiyomizu-dera Temple, Site Visit 1, 2011
Instructor: Noriyoshi Tsuruoka (Introduction to the site), Rohit Jigyasu (Introduction to the Workshop) | Duration: 120 minutes

This site visit and workshop was conducted in Module 1 to introduce the terminology of hazards, vulnerabilities
and disaster risks Through this workshop the participants also learned to identify risks based on site observations
and subsequently analyse them as causes and effects. In this module, the instructors again reflect on the activities
organised as part of this workshop as an essential part of the risk assessment process.risks.

Section 3.2 | Risk Assessment

77

Sample Thematic Lecture on Risk Analysis at Building Level
Performance of Historic Masonry Structures, Lecture 6, International Training Course, 2010
Instructor: Aiko Furukawa | Duration: 60 minutes

Using secondary case examples of structures in Nepal, the instructor explained the structural behaviourof masonry and how it could be used to predict building behaviour in the event of an earthquake. Various
experimental systems and theoretical framework were highlighted through this lecture.
The following aspects were covered:• Identification of risks to masonry structures by evaluating their possible behaviour during a disaster event
such as an earthquake.
• Measurement techniques such as elastic wave velocity measurement, static loading test and micro-tremor
observations.
• Evaluation of dynamic behaviour of buildings using modelling techniques.
The purpose of the evaluation system was to make guidelines on disaster mitigation of cultural cities in earthquake
zones. The investigation of dynamic behaviour by micro-tremor observations was examined, where the microtremor sources could range from human activity to natural phenomena. The natural frequencies and damping ratioof the selected building was estimated. The detailed analysis method for masonry may be carried out through
Finite Element Method (FEM) (continuum) or Discrete Element Method (DEM) (discontinum) methods. The refined
DEM method was then illustrated as an applied technique to a historic masonry building in Nepal.

78

Image Ref. 3.13
Measurement of a single brickSource: Junji Kiyono

Image Ref. 3.14
Measurement of brick wall
Source: Junji Kiyono

Image Ref. 3.15
Material strength was also estimated bystatic loading test. Shear loading test
Source: Junji Kiyono

Image Ref. 3.16
Material strength was also estimated bystatic loading test. Shear loading test
Source: Junji Kiyono

Image Ref. 3.17
Mictotremor observation device
Source: Junji Kiyono

Image Ref. 3.18
Free vibration test
Source: Junji Kiyono

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Sample Thematic Lecture on Risk Analysis at Building Level
Seismic Performance of Japanese Historical Structures, Lecture 6, International Training Course 2011
Instructor: Kazuyuki Izuno | Duration: 60 minutes

This lecture presented an introduction to assessment techniques, investigation into past history of risks anddisaster and examination of methods used to assess damage to the structure. It discussed various methods ofinspection, the use of simple nondestructive deterioration testing methods in the case of Kiyomizu-dera Temple
and subsequent analysis of seismic performance. Kiyomizu-dera Temple also served as the primary case study forthe rest of the module, so the lecture directly linked to the site visits and workshops.
The instructor went into detail into some methods of inspections, such as X-Ray inspection, applying a simple
electromagnetic radiation method to find internal damage of the wooden columns etc. The successive stagesof risk assessment were also briefly discussed through the example of the Kiyomizu-dera Temple. The session
concluded by highlighting the need to carefully assess and mitigate risks at the site.

Image Ref. 3.19
Electromagnetic radiation inspection
at Kiyomizu-dera Temple
Source: Kazuyuki Izuno

Image Ref. 3.20
Electromagnetic radiation inspection
mapping. The reflected signal levelfrom the void space was weak (blackpart) compared to the reflection froma healthy section.
Source: Kazuyuki Izuno

Section 3.2 | Risk Assessment

79

Sample Lecture
Risk Identification at Historic Urban Area Level (also buffer zone of the World Heritage
Site of Kiyomizu-dera Temple) Introducing Community Engagement through the Disaster
Imagination Game, Lecture 4, International Training Course 2011
Instructors: Takeyuki Okubo (and Hidehiko Kanegae) | Duration: 120 minutes

As a result of this session, participants were able to learn about the process of conducting workshops for citizens’
participation and practice these techniques within the context of their own regions and country. They went on to
make detailed hazard maps from the viewpoint of local communities and those who live in the sites.
“Disaster Imagination Game (DIG)” is one of the methods that can be used in a workshop, to discuss regional
problems and possible solutions regarding disaster mitigation, or to evaluate the ongoing framework. There arethree basic steps in this game. Some other gaming techniques and strategies targeted for general participants
including school children, were also introduced as part of this session. Role playing games where volunteers takeup roles of victims and rescuers were explored through the exercise introduced in the lecture.

Image Ref. 3.21
Community exercises throughdisaster imagination games and othertraining exercises
Source: Takeyuki Okubo

Image Ref. 3.22
Instructor introducing the site to participants using
a detailed map. Secondary information was also
circulated through the lecture and other handouts.
Source: RitsDMUCH

Primary Case Study Example
Disaster Imagination Workshop. Site: Kiyomizu-dera Temple and the surrounding Sanneizaka
Preservation District, Site Visit and Workshop, Workshop 2 and 3, ITC 2011
Instructor: Takeyuki Okubo

This workshop format was introduced through a lecture by the same resource person (described previously).
Participants were then taken on another site visit to the Sanneizaka Preservation District.

80

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas• Participants were presented the scenario of a serious earthquake which led to a fire in the Sanneizaka
Preservation District.
• Participants were asked to mark the properties/areas of concern in the scenario and describe potential
damage to the area due to earthquake based on risk identification undertaken through site inspections andsecondary information collected from various sources such as hazard maps.
• They prepared a risk map of the historic area based on the above findings. They detailed the scenario, andidentified the potential source and cause of this fire.
• They analysed ways of sheltering heritage buildings from fire, salvaging the artifacts from the buildings andmapped their analysis.
• Each group then made a detailed presentation, which was followed by a discussion.
• The outputs for this workshop were a risk map of the historic urban areas based on disaster imagination
game as well as a map showing the strategy for fire prevention and presentation of arguments.

Image Ref. 3.23
A view of the site
Source: Kazuyuki Izuno

Image Ref. 3.24, 3.25
Participants mapping out theiranalysis on a site map of the district(Legend alongside)
Source: RitsDMUCH

Section 3.2 | Risk Assessment

81Workshop
Constructing Detailed Disaster Scenarios at Kiyomizu-dera Temple and its Surroundings
Scenarios prepared by Participants of 2011 RitsDMUCH ITC (Cheryl Nichols, Remigius Kigongo, Janhwij Sharma)

Disaster Scenario presented
HAZARD: Earthquake
Magnitude: 7.5 on Richter scale
Duration: 30 seconds and several aftershocks later
Time: 21 July, 2012 (Saturday; 12:25 pm)
Occupancy: 1227 people (within temple)
16,284 residents (within buffer)

Image Ref. 3.26
Participants presenting their work.
Source: RitsDMUCH

Earthquake during the day time in the autumn

Landslide near the stairs

Fire breaks out in the main building

Some of tourists on the platform of the Main hall are fell down and got injured. Other
tourists panicked and did not know how to get out of the site and evacuate the area. The
gate to access the main hall was crowed by people. The stairs were blocked by stones.
The monks and management staff tried to save the main hall from fire that started
following the earthquake but they could find the efficient equipment and enough water tocontrol the fire. After half hour the fire fighters arrived. They could not get close to the mailhall. As a result, the main hall got significantly burnt thereby damaging an important
cultural asset of Japanese people.

82

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Sample Thematic Lecture on Tools for Risk Analysis at the Urban Level
GIS for Disaster Management of Historical City, Kyoto. Lecture 11, International Training
Course 2011
Instructor: Keiji Yano | Duration: 80 minutes

The objectives of this session were to enable participants to understand the nature of the spatial data available andthe techniques of spatial auto-correlation, sampling, and interpolation, as well as how to comprehend GIS-based
visualisations that allow users to retrieve recorded information and understand the significance of GIS tools for the
purposes of disaster risk management.
Secondary case examples from Kyoto were used to show how disaster simulation exercises could be conductedvirtually to evaluate risks and prioritise mitigation strategies.
This instructor illustrated various scientific methods used to retrieve relevant information from spatially referenced
data for the purposes of disaster management. The session was designed to elucidate concepts of GIS with
examples, with their focus on the earthquake, tsunami and nuclear crisis, facing Japan since 11 March 2011. The
instructor also introduced GIS databases of the historical city of Kyoto, created by Japanese public and private
sectors.
The key result of this GIS database of Kyoto in the Virtual Kyoto Project was the possibility of running various
simulations related to disasters. As a case study, a simulation to evaluate how accessible cultural heritages would
be when an earthquake hits the City was undertaken. In order to predict the accessibility accurately, a simulation
model was constructed to estimate detailed attributes of each building by combining multiple data sets, and thensimulate if the buildings would collapse at the time of earthquake, and if so, how. The result revealed that, due tobuilding collapse, 8 percent of cultural heritage sites would become totally unreachable, and that another 8 percent
would have only 20 percent accessibility. In other words, approximately 20 percent of all the cultural heritage sites
are at high risk of being damaged by earthquake-related fire. This result highlighted the urgent need to devise
disaster mitigation strategies such as fire extinguishers on site. Through this exercise it can be seen that GIS tools
are of immense significance to analysing potential risks to a site based on historical data, geographical attributes
and geo-spatial monitoring

References:
Longley, P. A., Goodchild, M. F., Maguire, D. J. and Rhind, D. W. (2010). Geographic Information Systems and Science (Third Edition), Wiley.
Yano, K., Nakaya, T. and Isoda, Y. (2007): Virtual Kyoto: Exploring the past, present and future of Kyoto, Nakanishiya.
Yano, K., Nakaya, T., Isoda, Y. and Kawasumi, T. (2008): Virtual Kyoto as 4D-GIS. 71-88, in Lin, H. and Batty, M. eds. Virtual Geographic
Environments, Science Press.
Yano, K., Nakaya, T., Isoda, Y., Takase, Y., Kawasumi, T., Matsuoka, K., Seto, T., Kawahara, D., Tsukamoto, A., Inoue M. and Kirimura, T. (2008):
Virtual Kyoto: 4D-GIS comprising spatial and temporal dimensions, Journal of Geography 117-2, 464-478.
Yano, K., Nakaya, T., Kawasumi, T. and Tanaka, S. (2011): Historical GIS of Kyoto, Nakanishiya.
(http://www3.RitsDMUCH.jp/anshinanzen/main.html)

Section 3.2 | Risk Assessment

83Possibility of access
Level 1: 0%
Level 2: 1 - 20%
Level 3: 20 - 40%
Level 4: 40 - 60%
Level 5: 60 - 80%
Level 6: 80 - 100%Level 7: 100%
Blockage
0 -25%
25 -50%50 -75%75-100%

Image Ref. 3.27
Evaluation of accessibility to cultural heritages in road blockade caused by earthquakes.
Source: Chihiro KAMEI, Kazumasa Hanaoka and Tomoki Nakaya, Accessibility to cultural
heritages in road blockade conditions caused by earthquakes, road blockade simulations
based on estimated age and structure of buildings. Theory and Applications of GIS, 2009,Vol. 17, No.1, pp.73-82.
(http://www.gisa-japan.org/dl/17-1PDF/17-1-73.pdf)

Image Ref. 3.28
Disaster risk mitigation for the reconstruction
plan of Ishinomaki city.
Source: Keiji Yano

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A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Participants’ Case Study
Project: Kulangsu, Amoy, China
Participant: Qing Wei, 2010
Specific Aspect highlighted: GIS Tools for Risk Analysis

Kulangsu, is a unique amalgamation of influences and is representative of several different international cultures
owing to its history and development. The narrow streets, together with the architecture of various styles fromaround the world, give the island a unique appearance.
The participant, Qing Wei undertook a detailed risk assessment of the site, documenting the history of Kulangsu.
Kulangsu has an extensive history of typhoons and earthquakes, with over 180 typhoons in the past 50 years. It
has also witnessed several fires, with over five in the past three years.
The participant then went on to list the vulnerabilities based on this research. Significantly he illustrated how therisks applicable to the site could be plotted using GIS mapping systems. Thus, the risk of fire to certain areas could
be overlapped with identified safe places within the town using GIS mapping technology. This technique could be
used extensively to communicate risks to a larger audience.

Image Ref. 3.29
Overlapping maps for identifying risks of fireto the site.
Source: Qing Wei

Image Ref. 3.30
Overlapping maps for identifying safe areas incase of a disaster
Source: Qing Wei

Section 3.2 | Risk Assessment

85

Evaluating Disaster Scenarios forPrioritisation
Summary of Content
Evaluation of disaster risks based on the following criteria:• The possibility of a particular disaster scenario occurring,which range between high, medium and low.
• The severity of the consequences of the disaster scenario,
on the site, its individual components, visitors and local
stakeholders and other potentially irreversible impacts suchas the loss of intangible heritage values, economic impact
and other concerns. Consequences can also be rated fromcatastrophic or severe, mild, gradual or no consequence.
• The level of risk to the site for a particular scenario isassessed vis-à-vis the possibility, severity of consequenceon people, lives and livelihoods, and potential loss of values.
For instance, a flood in a heavily populated historic city witha high density of cultural heritage sites would represent a low
probability scenario, but one with high physical, social andeconomic consequences and hence represent a high levelof risk. The same flood in a sparsely populated region would
represent a low level of risk because of its decreased impact
on physical, social and economic factors.
Prioritising risk mitigation options based on essentialconsiderations:• Effect of a proposed strategy on risks from each and every
hazard.
• Cost / benefit associated with both implementation andmaintenance stages. This is linked to the availability of humanand financial resources.
• Effect of a proposed strategy on risks to one heritage
component at the cost of reducing risk to anothercomponent, visitors/staff or the environment would also need
to be considered.
Additionally, the following issues could be discussed:• Linking other stages of the disaster risk management
process with the assessment stage in order to be able toeffectively communicate risks through a plan.

86

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas• Significance of citizen participation for developing acomprehensive disaster risk management plan.
• Tools for communication of risk assessment to enable citizen
participation.
Impact on values & qualifiersHigh Risk

Medium Risk

Graphical representation of evaluation of risks.
Source: Rohit Jigyasu

Low Risk
Possibility

Levels of Impact
0

Teaching Strategies
This stage of the module is best disseminated through the primarycase study and the participant case study project, carrying forward
the learning of the previous sections. An introductory lectureand secondary case examples may be used for this section in
conjunction with the other sections or as a single overview lecture
which also introduces the methodology of the next workshop.
Primary Case Study
The primary case study format continues from the previous two
sections. The exercise through which participants had familiarised
themselves with the site and analysed the risks applicable, now
enter into the next stage of the exercise. The pedagogical strategyof ‘Learning by Doing’ is designed to make participants conversant
with practical techniques and approaches, which they are likely toretain in their memories for a long period of time.
The instructor will also use this opportunity to emphasise thecollection of appropriate data/information that would help inanalysing probability and impact. For this he/she may revisit thedata collected by participants for primary case study site during
previous workshops conducted for risk identification, analysis andscenario development.

Section 3.2 | Risk Assessment

87

Utilising data for analysing hazard probability
Illustration of a secondary example used to show
how data collection can be used to determine
probability as part of risk assessment (Rohit
Jigyasu, Lecture, ITC 2011 illustrating Stefan
Michalsk’s study on the probability of occurrenceof fires in museums in Canada, from the CanadianConservation Institute)Fires in Museums in Canada
According to the secondary and primary datacollected:
Fires happen: 55% when museum is open and 45%
when closed.
Arson happens: 58% when museum is open, 42%
when closed.
97% of fires start outside storage and exhibition
rooms.

Sample Workshop
Evaluating Risk Levels, Workshop 4, International Training Course 2011
Instructor: Rohit Jigyasu | Duration: 120 minutes

The primary case study was concluded in a workshop where participants used their assessment of the disaster
scenarios to assess severity of risks and discuss with the instructors, the severity of impact as well as what possible
mitigation measures could be undertaken.
At this stage, detailed worksheets were distributed amongst participants who listed various considerations.
Evaluation of risks as low, medium and high is done by participants. Each participant was asked to rank probability,
consequence on life and consequence on heritage values at 1, 2 or 3 (from low to high). They were givenscorecards that were then used by the lecturer to aggregate scores from low, medium to high risk levels. This
workshop could be linked to the risk identification and analysis stage. The instructor can emphasise the collection of
the right kind of information/data from primary and secondary sources.
Sample formats used by participants
At the end of the workshop, the instructor facilitated an evaluation of the three scenarios presented by the groups
through a scoring game. Each participant was asked to score probability and consequence and a commonly
agreed on score was arrived at through discussion.

88

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Worksheets Circulated:
Note the specific disaster risk to the site in one sentence. What are the potential sources/ hazards?

What are the assumptions regarding the vulnerability of the site?
Explain the chain of events for this specific disaster: from causes to the effects. What management
systems are in place? What is missing?
Note: This will be based on participant assumptions
How probable do you think this event is for the site? What data can you provide to justify yourdecision?
LOW/MEDIUM/HIGH
What will be the damage to various elements in the site? Will the whole site be affected or just a part?
Could you tell which attributes of the site will suffer damage and to what extent?
CATASTROPHIC/MILD/GRADUAL/NO CONSEQUENCE
What does this damage means in terms of loss in values for each attribute? How do these aggregate
to the loss of significance of the site as a whole?
TOTAL/SIGNIFICANT/MODERATE/MINOR
What is the level of risk for this specific scenario?
EXTREME/HIGH/MODERATE/LOW

Options

Disaster
Scenario

Possibility

Which Attribute(low/medium/high) /Aspect of Site
would beimpacted?

Severity of
ImpactPotential loss of Level of Risk
value /qualifiers(Extreme / High /(catastrophic/seve
re/mild/gradual) (total / significant Moderate / Low)
/moderate / minor)

Option 1
Option 2
Option 3

The risk evaluation will help in prioritising risk mitigation actions. However this aspect will be dealt in thesubsequent module.

Section 3.2 | Risk Assessment

893.3 Prevention and Mitigation
Module 1

Introduction andBackground

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy for the
ModuleStage 1

Beforea Disaster
Stage 3

Stage 2

Post
DisasterDuringa DisasterIn the previous module the fundamentals of risk assessment
Stage 1at different scales were explainedStage1of cultural heritage
to theBeforeBeforeparticipants. The next stage of the disaster risk managementa Disastera Disasterprocess, andwithin the course, is to address theserisks
and minimise them through a series of strategic actions. The
Stageand2 the previous one
Stage 3 this module
Stageneeds
3link between
to beStage 2
DuringPost
Postemphasised strongly to the participants through a cohesiveDuring
a Disaster
Disasterstrategy
Disaster witha Disasterpedagogicalthat correlates risk assessment
prioritisation for risk mitigation strategies. At the same time, it
is important to keep in mind that the disaster risk management
process is a sequential and cyclic series of steps. In thisparticular module, as in the previous module on disasterrisk assessment, the overall theme of the course becomes
especially significant, as it determines not only the specific kindof hazard(s) being addressed, but also the scale and natureof cultural heritage for which mitigation strategies need to be
identified.
This module should cover the following aspects of reducing
disaster risks to cultural heritage:• Various approaches for risk prevention and mitigation• Measures and techniques for risk prevention and mitigation• Preventing/Mitigating disaster risks from specific hazards(Dependent on the hazards relevant to theme of the course)• An overview of various natural and human induced hazards
and the different strategies applicable to various situations
depending on the characteristics of the region in which
the site is located. This content would need to respond to90

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Frameworka thematic focus or give a broad overview of the kinds ofapproaches applicable to a wide range of hazards such as
earthquakes, floods, tornados etc.
• Risk reduction strategies for different kinds of cultural
heritage. Depending on the typology, scale and physicalcondition of cultural heritage and resulting vulnerabilities tovarious hazards, risk prevention/mitigation strategies would
differ widely. This needs to be taken into consideration whileplanning the course.
In the International Training Course organised by RitsDMUCH
series, which lasts for two weeks, this module generally takes 2-3
days and is often combined in the form of lectures and workshopswith the module on Risk Assessment as well as the module on
Emergency Preparedness and Response.

Section 3.3 | Prevention and Mitigation91

9/12(Wed)	  9/13 (Thu)
Mitigation(Earthquake, Landslides and Floods)	
  9/14(Fri)Fire Prevention andEmergency Preparedness	  DMUCH	
  DMUCH	
  Ninna-­‐ji	
  DMUCH	
  Risk Assessment

9:30-10:00(30)9:30-10:00(30)Case Study PJ

Case Study PJ(Resource Persons)(Resource Persons)

10:00-11:10(70)10:00-11:10(70)9:30-10:40(70)Lecture 6
Ecology and Sustainability of Historic
Urban Areas(S. MOFFATT)

11:30-12:40(70)Lecture 9
GIS (Geographic Information System) for Disaster
Management of Historical City, Kyoto(YANO)

11:30-12:40(70)Lecture 13
Dynamic analysis of Earthquakes and Seismic
Performance of Japanese Historical Structures(IZUNO)

10:50-12:00(70)Lecture 7
Disaster Mitigation and Integrated
Planning of Historic Cities'(S. MOFFATT)

Lecture 10
Flood prevention and Mitigation Techniques(SATOFUKA)

Lecture 14
Disaster Prevention for Cultural Heritage in Kyoto City
(Kyoto City FD)

Lunch

Lunch

Lunch

14:00-15:10(70)To Ninna-ji
14:00-15:10(70)Lecture 8
Introduction to the Integrated
Methodology for Assessing Risks(JIGYASU)

Lecture 11
LANDSLIDE, Prevention and Mitigation Techniques(FUKAGAWA)

15:30-17:00(90)15:30-16:30(60)Workshop 3
Building a Disaster Risk Scenario andAssessing Risk Levels(S. MOFFATT)
17:00-18:00(60)Case Study PJ(Resource Persons)	
  Kyoto	
  Case Study PJ(Resource Persons)
15:50-17:00(70)Lecture 12
Performance of Historic Masonry Structures(FURUKAWA)	
  Kyoto	
  13:30-15:30(120)Site Visit 3
World Heritage Site Fire Prevention Facilities at Ninna-ji
Temple(OMORI)To DMUCH
16:00-18:00(120)Case Study PJFirst Half Presentation(Resource Persons)

Kyoto	  An excerpt from the timetable of the International Training Course organised by RitsDMUCH in 2012,
explaining how Module 3 can be structured with presentations and site visits and combined with lecturesfrom Module 2

92

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Approaches for Risk Prevention
and Mitigation
Summary of Content
This section focuses on the various approaches andmethodologies for preventing and mitigating disaster risks tocultural heritage. This generally involves one or more of thefollowing approaches• Prevention of hazards: Eliminating the source of risk, forinstance preventing theft or arson by ensuring security andmonitoring of the site.
• Mitigation of impact of hazards: In cases of unavoidable
hazards, for instance, meteorological hazards that include
heavy rainfall leading to floods or landslides, tornadoes etc.,
proactive measures may be undertaken to mitigate theimpact of the risk.
• Reducing vulnerability of cultural heritage: Cultural
heritage can be supplemented with robust planning andinterventions to reduce its vulnerability to certain kinds ofhazards. For example, in the case of earthquakes, structural
strengthening of a historic building is possible to ensure its
resistance to seismic forces.
• Capacity building: At each stage of the disaster risk
management process, community engagement should behighlighted taking into account varying perceptions of thedifferent stakeholders.
Key aspects to be introduced and discussed• Strategic level mitigation: Urban and regional planningmeasures in and around the cultural heritage site. Planned
measures need to be integrated with other existing planning
frameworks.
• Physical planning measures for mitigation: Integrating
mitigation strategies within the management of the property
and clearly defining buffer zones.
• Technical measures for protecting the site from the impactof specific disasters.
• Using traditional technologies. Traditional technologies as
opposed to modern scientific techniques of risk reduction

Section 3.3 | Prevention and Mitigation

93

should be discussed in detail along with illustrating theapplicability of both depending on the context.
• Monitoring systems for mitigating risks. Monitoring and early
response are effective mechanisms not only to reduce risk
but also help in emergency preparedness (which follows in
the next module of the course).
Image Ref. 3.31
Capacity building exercises as a major
component of risk reduction. Seen here
are residents practicing how to workwith a hose to extinguish a fire.
Source: Takeyuki Okubo• Prioritisation of risk mitigation options considering
effectiveness in regards each hazard present, cost to benefit
ratio and the effect of reducing risk on one component onother components.
A policy of minimal intervention should be retained as muchas possible; the values, authenticity and integrity of the cultural
heritage should be considered while deciding appropriate
mitigation measures. Reviews should be done periodicallyto the disaster risk management strategy to prevent any
unintended impact of risk-reduction activities.

Teaching Strategies
Core Lecture						The instructor should explain the basic approaches included in
mitigating risks, and how actions may be prioritised dependingon various aspects of heritage vs. the impact of disaster andthe potential for loss and damage. This should be in connection
with the previous module on risk assessment. The instructor
may emphasise one particular kind of hazard, and explaincase studies which highlight related issues and concerns. The
instructor should clearly communicate how cultural heritage cancontribute towards disaster prevention/mitigation in various ways.
Thematic Lecture with Secondary Case Studies		Lectures which focus on how a certain approach, policyor strategy has been applied for risk prevention/mitigation
may be used to emphasise exemplary approaches or evenhighlight gaps in existing planning for participants to understandhow mitigation strategies fit within the overall disaster risk
management and site management. At this stage theinstructors may present secondary case studies. Potential site
visits could also be introduced in the lecture.

94

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Site Visits 						Potentially, there is a lot of technical knowledge in this sectionthat may be delivered to participants depending on their
qualification and existing skill sets. Most of this content may
be dealt with in the next section of this module (Reducing
Disaster Risks from Various Hazards). However, some generalapproaches and policies for risk mitigation applicable to cultural
heritage could be introduced through a site visit at this stage
and then its technical aspects detailed in the next section. The
site visit may be used as a basis for a workshop where course
participants identify potential mitigation strategies.

Primary Case Study					In the previous module, workshops were designed to focus onassessing disaster risks to a cultural heritage site and creating
possible disaster scenarios for detailed risk analysis. This series
of workshops could be taken further in this module by using theoutcomes of the previous workshop as a basis for providing
strategies for mitigating risk. The workshops from previous
sections and this module could be combined as a single
primary case study based exercise or as series of separate
workshops followed by discussions.
In case participants are working on a single running casestudy through the course, they may be asked by the instructor
or coordinator to focus on prevention/mitigation strategies
in this module. In that scenario, mitigation strategies can be
developed with the assistance of the instructor or coordinatorand discussed between participants. The worksheet/handouts circulated by the instructor through the lectures andpresentations could be used by participants as a resource.
Image Ref. 3.32
Participants of the International
Training Course 2012 examining
structural models to understand the
behaviour of structures in earthquakes
and how structures may be reinforced
Source: RitsDMUCH

Participants’ Case Study Project 				Participants may progress to the next stage within theirselected case study projects, and identify possible approaches
for risk prevention and mitigation. They may be helped in thisprocess by resource persons and also through sample formats
and worksheets.

Section 3.3 | Prevention and Mitigation

95

Sample Lecture
Disaster Risk Management Policy for Cultural Heritage in Japan, International Training Course 2012
Instructor: Akiko Umezu | Duration: 80 minutes

The objectives of this session were to familiarise participants with the existing statutory frameworks for cultural
heritage in Japan and emerging frameworks and policies for urban cultural heritage, with a specific focus on
disaster risk management. The instructor introduced the Agency for Cultural Affairs in Japan. She also introduced
the various statutory categories of cultural heritage from tangible to intangible cultural property, folk cultural property,
cultural landscapes and historic precincts. Using case studies in Japan, she introduced the various steps involved indisaster mitigation at the planning level.
She highlighted the following key issues:						
Most Japanese cultural properties make use of perishable, flammable organic materials that make them especiallyvulnerable to fire damage. Given the seismic activity in the area, the risk of fire as a result of earthquake is great.
Therefore, disaster preparedness for cultural properties in Japan is mostly targeted towards fire preparedness andseismic resistance at this point. 								The Japanese government has also begun working with property owners and local authorities to prevent arson
attacks and fire damage due to negligence. It has also started working in collaboration with property owners to
prepared comprehensive disaster management plans for heritage properties.
The following policies were discussed:
Fire disaster (arson), burglary and other natural disasters such as landslides, floods etc.
Since the 1897 Preservation Act for Old Temples or Shrines was enacted the fundamental policy for disaster riskhas been fire prevention based on following strategies:
1. Prevention through alarm systems, automatic warning systems, lightning protection systems.
2. Early Detection: temperature detector, flame detector, fire control panel.
3. Early response: fire hydrants, water walls and drenchers, fire extinguishers, underground tanks, gravity tanks.

References : http://www.bunka.go.jp/bunkazai/pamphlet/pdf/pamphlet_en_03_ver03.pdf

96

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Secondary Case Study Example
Traditional Urban Configuration Hierarchy of the Open Spaces of Kyoto City, Kathmandu
Symposium, 2009
Instructor: Naoko Itaya

A secondary case example was used by the instructor to highlight how traditional urban configurations could assist
in risk reduction. The city of Kyoto was used as a case study.
The importance of open spaces within the urban fabric was experienced during the 1995 Kobe Earthquake.
Kyoto has 32 historic urban units called Cho in which the community still holds their festivals such as the GionFestival. These traditional urban units had many different categories of open spaces that formed soft and flexible
areas that contributed towards the safety of inhabitants. By the 14th century, the merchants had settled in town
houses called Machiya that faced the street with small gardens that served as private open spaces in the back.
By the 17th century they needed to defend themselves and the communities organised themselves along streets
called Tori. These tori were the semipublic open spaces for the cho. Contemporary urban planning in Kyoto haschanged the structure of the city introducing wide roads and fireproof buildings that are ‘solid’ and ‘hard’. The tallerbuildings are required by law to have setbacks, allowing for the streets to get wider; however there are no semipublic spaces. There exists a conflict between the traditional space structure and contemporary city planning in thehistoric urban areas of Kyoto. The experiences gathered during the 1995 Kobe Earthquake shows the importanceof open spaces in reducing disaster risks.
Open spaces played various roles such as providing space for :• Temporary accommodation tents.
• Rescue camps for medicine, water and others necessities.
• Storage for salvages objects.
• Sites for temporary houses.
The challenge faced today is how to protect historic urban areas by using modern techniques and city planning
while at the same time utilising the soft and flexible configuration of the traditional historic urban areas.

Image Ref. 3.33
Sugimoto Machiya House in Kyoto fromYamazaki, M. (1994), “Kyoto:Its Cityscape
Traditions and Heritage”, Tokyo:Japan, p63

Section 3.3 | Prevention and Mitigation

97

Reducing Disaster Risks from
Various Hazards
Summary of Content
This section details the approaches outlined in the previous
section by focusing on their application in specific scenarios
related to various hazards.
The various mitigation strategies include:• Planning and management.
• Interventions for strengthening the structure/ objects or thesurroundings.
• Monitoring and observation.
• Detection and early warning systems.
• Early response systems.
These strategies are presented for specific hazards that wereintroduced in Module 2 (Risk Analysis) and include physicalinterventions and the use of specific technologies, equipments
and systems.
The strategies are tailored to respond to specific types of cultural
heritage, namely, historic buildings, vernacular or traditional
settlements, historic areas and precincts, archaeological sites,
cultural landscapes and movable heritage.

Teaching Strategies					This section is best presented with a thematic focus, using
lectures and case studies. A brief introductory matrix may beprovided to participants outlining various hazards and theirimpacts. Detailed reading lists, technical pamphlets and resources
as reference material should be circulated amongst participants
Thematic Lectures Using Secondary Case Examples		
The instructor can illustrate mitigation strategies and theiradvantages and disadvantages through secondary examples.
These lectures can be closely linked to actual site visits if possible.
Site Visits						The site visit can be used to explain strength and weaknessesof various mitigation strategies and various technologies that are
being used in various heritage sites. Based on the site visit, aworkshop may be organised for participants.

98

A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Primary Case Study and Workshops			
The workshop should be designed to highlight relationships
between specific hazards, cultural heritage and its components
and mitigation strategies. It should be based on an actual site/case study to ensure that participants are able to apply their
theoretical understanding in a logical manner based on theidentification of potential impacts of various hazards on cultural
heritage. These could be based on the field observationsin the workshop organised in the previous module on risk
assessment.

Sample Matrix (Indicative only)
Heritage

Historic
Buildings

Vernacularor
traditional
settlement

Historic Areas Archaeologicalor precincts
Sites

CulturalLandscapes

MovablePrimary
Hazards
MeteorologicalHydrological
Volcanic
Seismic
SecondaryHazards
FloodsFires
TsunamiMass movement

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

Human
inducedHazards
Infrastructure
failureWar/ Terrorism

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

Planning issues 	
  
Arson
or 	
  
criminal activity

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

Hazards

Section 3.3 | Prevention and Mitigation

99

Type of Mitigation Strategies for various Hazards
HazardFloodsEarthquake

LandslideFire

TsunamiTornadoEpidemic

Pollution

Mitigation
Strategy
Planning andManagement
Interventions
to StructureInterventions
tosurroundings
Monitoring
Detection andWarning
Early
Response

Sample Thematic Lecture
Flood prevention and Mitigation Techniques, Lecture 11, International Training Course 2011
Instructor: Yoshifumi Satofuka | Duration: 80 minutes

As a result of this session, participants were introduced to the following concepts:• Understanding of the types of floods that may occur in a country/ region.
• How to predict floods.
• How to mitigate the impact of a flood.
• How to protect historical buildings from the occurrence of floods.
The presentation highlighted through detailed diagrams and case studies the various types of floods as well as
mitigation techniques. Diagrams are a simple graphical tool that helps participants retain the information introducedin the session.
The mechanism of a flood was explained.
					
Heavy rainfall over an extended period of time is one of the leading causes of large-scale devastation in various
areas. In Japan, the configuration of the ground is very steep and the levels of precipitation are exceedingly high.
In the events of fast falling and large-scale precipitation, extensive damage has occurred in the past, and is likely
to happen in the future as well. Debris flow is one of the most dangerous phenomena in Japan. There has been
extensive damage to life and property in a single event during the rainy season or as the result of a typhoon.
Floods may be classified into the following categories:
1. Flooding in a mild slope area.
2. Flooding in a steep slope area.

100 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

The various techniques to mitigate and prevent damage due to floods were listed:
1. Rainfall runoff control.
2. Flood control.
3. Drainage system development.
4. Land use regulation.
5. Anti-flood buildings and houses.
6. Hazard-maps and flood warning systems.

Wire Sensor

Rain Gauge

Seismometer

Monitoring
Video Camera

Government Office

Database

Optical Fiber

Municipal Office

Flood Warning

CitizenMonitoring systems for flood
Source: Yoshifumi Satofuka

Movement of soil as a result of heavy rainfall
Source: Yoshifumi Satofuka

Section 3.3 | Prevention and Mitigation

101

Sample Thematic Lecture
Seismic Performance of Japanese Historical Structures, Lecture 6, International Training Course 2011
Instructor: Kazuyuki Izuno | Duration: 60 minutes

This lecture presented an introduction to assessment techniques, investigation into past history of risks anddisaster and examination of methods used to assess damage to structures (discussed in Module 2). Based on
detailed risk assessment techniques, the instructor also introduced mitigation processes for buildings to be able toresist seismic activity.
The successive stages of the risk assessment module were also briefly discussed through the example of theKiyomizu-dera Temple.
The session highlighted the need to carefully assess and mitigate risks at the site. He illustrated in detail thedifference between static and dynamic ways of testing for seismic performance of buildings and also theadvantages of dynamic analysis.
The three modes of disaster reduction for timber buildings in Japan were introduced, namely:• Earthquake resistant design: Emphasis was laid on improving a building’s ductility to resist seismic
movement. The addition of stable truss structures, hoop ties and steel jackets was discussed as apossibility.
• Seismic isolation: Lead rubber bearings and high damping rubber bearing examples were illustrated.
Historic examples of seismic isolation were also discussed.
• Vibration control: Various kinds of dampers which may be used to control vibrations of a building during anearthquake were discussed. The viscous type, hysteretic type and friction type of dampers were introduced.
Each mode was discussed in detail with several examples from buildings in Japan.

Image Ref. 3.34
Participants of the International Training Course
2012 examining structural models to understandthe behavior of structures in earthquakes and how
structures may be reinforced
Source: RitsDMUCH

102 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Sample Lecture using Secondary Case Studies
Landslide Prevention and Mitigation Techniques, International Training Course 2011
Instructor: Ryoichi Fukagawa | Duration: 80 minutes.

Examples of slope failures and monitoring and recovery systems in Japan were highlighted by the instructor. Different
conditions were explained, and priority based interventions for prevention, mitigation and recovery were listed. As a result of
this session, participants were explained the characteristics of slope failures caused by earthquakes and heavy rainfall, typicalprevention and mitigation methods for slope failures and be able to understand the advanced techniques for slope failure
monitoring systems.
In Japan, natural disasters such as typhoons, heavy rainfall, and heavy snow have occurred because of geographical,
topographical and meteorological conditions. Because of this there is a high risk from natural disasters due to earthquakes,
heavy rainfall, and typhoons.
The following aspects of landslides were highlighted:• Differences between a landslide and steep slope failure.
• Characteristics of slope failures caused by an earthquake.
• Important items used to evaluate the safety of a slope in an earthquake.
• Characteristics of slope failures caused by heavy rainfall.
Typical methods of prevention and mitigation for slope failures
Control and emergency countermeasures including methods to control the movement of the slope by changing the natural
conditions of topography, soil properties, and underground water flow, amongst others, were explained.
Slope stability monitoring systems in Kiyomizu-dera Temple (this case study was also part of a site visit made by theparticipants making it easier for them to relate to information). The work that the Geo-hazard Research group of Ritsumeikan
University, which has been conducting field measurements in Kiyomizu-dera Temple in Kyoto was described briefly.
Stone wall damage investigation of Sendai Castle caused by the Great East Japan Earthquake.
Field investigations have been carried out on damage to the stone walls of Sendai Castle caused by The Great East Japan
Earthquake. The field investigations were conducted by mainly NSWS in-situ testing device, which is an improved device of
the Swedish sounding test, and a three-dimensional laser scanning system.
Investigation of debris flow causing heavy damage to Kumano-Nachi-Taisha during Typhoon No.12 in 2011.
The secondary case example of typhoon No.12 in September 2011 was also used to illustrate slope analysis techniques.
The typhoon caused severe damage to Kumano-Nachi-Taisha, one of the most significant shrines in the country. The shrine
and its surrounding areas experienced record rainfall and the heavy rainfall resulted in the rush of debris flow and the failureof steep slopes. One of the debris flows damaged the Kumano-Nachi-Taisha. The geo-hazard group investigated the debris
flow, especially the mechanical profile of the top, and carried out slope stability analysis using different technologies.

Reference: Kazunari Sako, Ryoichi Fukagawa and Tomoaki Satomi (2011) Slope monitoring system at a slope behind an important cultural asset, Journal ofDisaster Research, Vol.6, No.1, , pp.70-79.

Section 3.3 | Prevention and Mitigation

103

Sunshine
Rainfall

Flood Measuring System
Negative pore-water pressures,
temperatures, rainfall per
10 minutesare obtained

Field Metering System
Shrine / Temple

Road

OfficeData are transmitted to thepersonal computer of officethrough the Internet

HousesRemeasurement

Countermeasure

SafteyWarning is given according
to the degree of risk

OfficeThe slope stability during rainfall isquantitatively estimated based on thefield measuring and numerical simulations.

Estimation ofslope stability

104 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

System of wireless warning
Source: Ryoichi Fukagawa

Image Ref. 3.35
NSWS, new in-situ testing device, used in
Sendai-jyo-castle
Source: Ryoichi Fukagawa

Sample Thematic Lecture
Planning Process and Project Management; Environmental Water Supply System for Protection of
Wooden Cultural Heritages from Post-earthquake Fire, International Training Course 2011, 12
Instructor:Takeyuki Okubo | Duration: 80 minutes.

This lecture explained the planning process and management methods to develop an environmental water supply system(EWSS) for mitigating post earthquake fires. The concept of EWSS opens up possibilities for a sustainable water environment
and the restoration of historical cities, maintaining beauty and safety for the benefit of future generations.
The methodology for developing EWSS was highlighted through the following steps:• Research on characteristics of the region.
• Study of development strategies.
• Development and operational planning of the water system.
• Evaluation of the maintenance plan.

Section 3.3 | Prevention and Mitigation

105

The following secondary case examples of projects and management methods were used to supplement the lecture:		Use of Rivers and Waterways for the Emergency water supply system of Shirakawa, Ono-gun, Gifu. 			
Use of Waterways and Underground Water for the Emergency water supply system of Kanazawa, Ishikawa.
This lecture stated the need of practical planning for the optimum usage of various kinds of natural water in the Kiyomizu area
to develop (EWSS) for disaster prevention. Such uninterrupted water supply systems could be used for fire prevention inhistoric cities that have a substantial number of wooden structures and thus preserve the historic urban environment.

Hose Box

Hydrants for Firemen

Anti-seismic Pipe
(polyethylene)
Hydrants for Citizens

Image Ref. 3.36
EWSS systems in place
Source: Takeyuki Okubo

Primary Case Study
Structural Vulnerability and Capacity of Historic Buildings in Patan Area and their Seismic Retrofitting
Techniques, International Training Course 2009. Site: Patan, Kathmandu Valley
Instructors: Kai Weise, Prem Nath Maskey, Rohit Jigyasu, Rohit Ranjitkar | Duration: 60 minutes +180 minutes

Reducing Disaster Vulnerability of Traditional Housing
The workshop intended to introduce the participants to the basic methodology for the structural vulnerability assessmentof traditional buildings in the historic town of Patan in the Kathmandu Valley, and applying this to the case study
buildings. Each group was given specific structures in Patan. Each group collected data necessary to evaluate thestructural condition and seismic performance of traditional buildings. This would include general characteristics, principle
materials used, structural systems, building type, use and nature of occupancy, and architectural features that might
affect seismic performance.
The groups then evaluated the structural vulnerability of the building. This included the load path system of the building,geometry, condition and performance of individual building elements, vertical discontinuities, mass of the building,
openings in walls, characteristics of adjacent buildings and strength related evaluation. Weak and soft stories wereidentified in structures that may pose a serious risk to the building’s safety in the event of an earthquake. Adjacentstructures were also documented for their potential impact. A tentative proposal for strengthening the building using
traditional material and technology was prepared. Each group presented their findings followed by group discussion.

106 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.37, 3.38
Site visits and workshops organised in
the Patan area, where participants madedetailed observations and analysis on siteand prepared proposals on strengtheningof traditional buildings in their study area

Image Ref. 3.39, 3.40, 3.41
Participants visiting the site, making
observations and undertaking risk analysis
as part of a series of workshops organised.
They then went on to describe actions andstrategies for preventing and mitigating
disaster risks, based on sample formats.
Source: RitsDMUCH

Section 3.3 | Prevention and Mitigation107

Level of impact

Potential impact on

Recommended Actions

Responsible personnel, staff

	
  
	
  

	
  

PeopleBuilding

	
  
	
  

	
  
	
  

Collections

	
  
	
  

	
  
	
  

High
MediumLow
High
MediumLow
High
MediumLow

Participant Case Study Project
Study on The Tombs of Buganda Kings at Kasubi Tombs, Uganda, World Heritage Site. Remigius Kigongo,
International Training Course, 2011
Background
The Kasubi Tombs in Uganda are a series of four tombs of the Buganda Kings inscribed as a UNESCO World Heritage
Site. The unique architecture of the tombs set it apart as a cultural masterpiece associated with high intangible heritage
value. The site is exposed to development pressures and is highly vulnerable to earthquake, wind, and fire. The
structures constructed in traditional materials such as wood, grass, reeds and fibres are especially vulnerable to fire.
The participant focused on mitigating and reducing disaster risks to Kasubi tombs through organisation, people andfacilities as outlined below.

Image Ref. 3.42
Mapping of various interventions for reducing
and mitigating disaster risks in the buffer zone
Source: Remigius Kigongo

108 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.43
Identifying various proposals for disaster preparedness
at site level
Source: Remigius Kigongo, Sebastian Moriset

Before Fire (Mitigation and preparedness)

Museums, Monuments and Buganda
Kingdom
Organisation

1.
2.
3.
4.

Site Manager•••

PeopleFacilities

Nalinnya
Katikkiro

1.

Advisory and Supervision.
Preservation and Protection of the site and Periodical
Reporting on weekly basis.
Maintenance, Procurement, wages.
Publication for promoting the site.
Supervision, Monitor, Checklist on Disaster Risk,
Conservation and Visitor management.
Ensure workers’ wages paid and requisition of fundfor procurement of equipment.
Staff -12 to 30 support staff.
Spiritual guardian and chief custodian of the site.
Katikkiro assist Nalinnya on cultural affairs.

Wives

Maintain the cleanness of the floor mats and rituals respectively.

Equipment
Fire Extinguishers, integrated technology
for fire equipment, CCTV,
communication systems.

Safeguard and reduction of disaster risk.

Section 3.3 | Prevention and Mitigation

109

er

3.4 Emergency Preparedness
and Response

Introduction andBackground

Module 1

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy
for the Module
Stage 1

Beforea Disaster
Stage 3

Stage 2

Post
DisasterDuringa DisasterAt this stage of the course, participants should be familiar with
Stage 1the general processes
involved in preparing a disaster risk
Beforemanagement plan and have explored in detail the processes
a Disasterinvolved in risk assessment and mitigation. This stage inthe course addresses the next stage of the disaster risk
Stage 2
Stage 3management
cycle, which is responding during a disaster.
During
Post
Effectively this stagea deals
with the period extending from theDisasterDisasterminute an event takes place to the time this critical phaseis over and things are under control. Responses include
evacuation of people and objects in addition to attempts tominimise damage. This stage acts as a bridge between the
pre-disaster planning strategies and long term recovery actions.
Broadly, the following topics need to be addressed through thismodule:• Assembling and training an emergency team.
• Preparing evacuation routes and emergency signage.
• Provision of emergency equipment.
• Proposals and protocols for evacuation of people andsalvage of heritage objects.
• Heritage sites as refuge during disaster.
• Immediate damage inspection and protection strategies.
• Immediate actions after disaster for cultural heritage
protection• Coordination between heritage staff and external agencies

110 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Framework

This module could be placed at the intermediate stage of an
overview course (TYPE A) or be combined with the first module
for an independent series of workshops to train site managers
on emergency preparedness and response. Besides lectures
and workshops, this module will also have simulation and roleplaying exercises to practice emergency response protocols.

Section 3.4 | Emergency Preparedness and Response111

9/13	  (Thu)	
  9/14(Fri)	
  Mitigation(Earthquake, Landslides and Floods)	  Fire Prevention andEmergency Preparedness	  DMUCH	
  Ninna-­‐ji	
  DMUCH	  9/15	  (Sat)	
  Planning for Recovery: Lessons
from Kobe
	
  
Kobe	
  

9:30-10:00(30)Case Study PJ(Resource Persons)
10:00-11:10(70)Lecture 9
GIS (Geographic Information System) for
Disaster Management of Historical City,
Kyoto(YANO)

11:30-12:40(70)To	
  KOBE	  9:30-10:40(70)Lecture 13
Dynamic analysis of Earthquakes and Seismic
Performance of Japanese Historical Structures(IZUNO)

14:00-15:10(70)Lecture 11
LANDSLIDE, Prevention and Mitigation
Techniques(FUKAGAWA)
15:30-16:30(60)

10:50-12:00(70)Lunch	  To Ninna-ji
13:30-15:30(120)Site Visit 3
World Heritage Site Fire Prevention Facilities at
Ninna-ji Temple(OMORI)To DMUCH

Case Study PJ

16:00-18:00(120)

Lecture 12
Performance of Historic Masonry Structures(FURUKAWA)	
  Kyoto	
  11:30-14:30(180)

Lecture 15
Experience of the Great HanshinAwaji Earthquake, Risk Assessment(MURAKAMI)
Lecture 16
Planning for Disaster Mitigation ofCultural Heritage
Training of Heritage Manager(MURAKAMI)

To	  NADA	  15:00-17:00(Resource Persons)
15:50-17:00(70)Site Visit 4
Disaster Reduction and Human
Renovation Institution
Theater and 3D
Lunch

Lecture 10
Lecture 14
Flood prevention and Mitigation Techniques Disaster Prevention for Cultural Heritage in Kyoto City
(SATOFUKA)	
  (Kyoto City FD)	  Lunch	
  9:30-10:45(75)Case Study PJFirst Half Presentation

Site Visit 5
Former House No.15 in Kobe Foreign
Settlement (MURAKAMI)	
  (Resource Persons)To	
  Kyoto	  Kyoto	
  Kyoto	
  Structure of Module 4 as part of the International Training Course in 2012, Lectures and site visits
related to the cases discussed in the lectures were used for majority of the content in this module.

112 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Planning and Procedures for
Emergency Preparedness for
People and Heritage
Summary of Content
This module follows up on the previous module of risk
prevention and is aimed at introducing the planning processneeded for emergency preparedness, various protocols
and the procedures which need to be in place in the eventof a disaster are introduced to participants. This includes
introducing a comprehensive list of emergency preparedness
measures in heritage sites and highlighting the importanceof team building and coordination among the staff as well as
external agencies for response during emergency situations.
Pre-Disaster Planning
Communication and team building• Identification and communication of disaster risks with all
stakeholders.
• Collaboration between departments and disciplines suchas heritage authorities, local government bodies, planning
officials, disaster risk management authorities, media andoutreach professionals etc.
• Creatingan emergency team, coordination with local firefighting authorities, police, hospitals etc.
• Conducting training exercises for emergency
teams,identifying a chain of command, prioritising actions
during and immediately after a disaster.
• Community engagement for emergency planning.
Planning for evacuation of people• Identification of evacuation routes, refuge spaces andimplementation using measures such as emergency
signage, maps etc.
• Arranging for various kinds of emergency supplies andequipment Ensuring protocols for the evacuation of people.

Section 3.4 | Emergency Preparedness and Response113Planning for salvage of heritage objects• Pre-disaster documentation and preparing inventories
needed for inspections.
• Identifying the sources of risk to a broad range of cultural
materials.
• Understanding the levels of control required to mitigate risks
to cultural heritage• Developing skills to handle damaged materials.
• Basic steps for planning response and recovery operations
for cultural heritage collections.

Teaching Strategies

Image Ref. 3.44
A firefighting drill in progress at Toji
Temple, used as a secondary case study
Source: Yoshinori Machida

Image Ref. 3.45
Citizens participating in firefighting drills as
part of a capacity building exercise
Source: Yoshinori MachidaCore Lectures						The instructor can illustrate the various aspects of emergency
preparedness and response through established planning,
protocols and procedures by means of examples and casestudies.Checklists of protocols and procedures applicable indifferent emergency situations can be circulated. The basic
skills needed in order to identify potential evacuation routes,
design emergency signage, install equipment for monitoring aneffective and timely response and build emergency response
teams for a heritage site may be identified in the lecture.
Thematic Lectures with Secondary Case Studies		
Thematic lectures may be used to illustrate specific aspectsof emergency preparedness .Secondary case studies may be
integrated within the lecture presentations to highlights various
aspects of emergency preparedness and response. Examples
of how site managers have responded to disasters could be
used to illuminate best practices as well as highlight possible
gaps in management.
Site Visits						Site visits could be useful in showcasing working emergency
response equipment and procedures. Specific themes could
be explored in depth through site visits, such as demonstrationof variousfacilities in place to respond to a fire or a flood in a
cultural heritage site or identifying and planning evacuationroutes in dense urban fabric. The site visit could also potentiallylink to a workshop or role-playing exercise.

114 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Primary Case Study - Workshop				Participants could usea primary casestudy as the potential
subject of the role-playing exercise and emergency drill/
simulation exercise. Such an exercise would entail participants
taking on roles of heritage managers,residents, local policeand fire fighting officers etc. Based on the scenario presented
to them, they may be asked to determine exact protocols andemergency procedures for a heritage site. Such an exercise
could also be linked to the disaster imagination game, from
Module 2, depending on the scope of the course.
Participants’ Case Study Project				Participants may also use this stage within the course to carryout individual exercises using their selected case studies.
This would help them further develop their own disaster risk
management plans.
Sample Lecture
Disaster Prevention for Cultural Heritage in Kyoto City, Lecture 8, International Training Course 2011
Instructor: Yoshinori Machida | Duration: 60 minutes

This lecture links mitigation (previous module) with emergency response (current module) as well as the long term
recovery process (next module).
The instructor introduced the history and background of Kyoto city as well as described the various disasters thathave taken place in its long history. He also emphasised earthquakes as a potential disaster, using the exampleof the Kobe Earthquake. The session introduced the Kyoto City Disaster Prevention Plan, which is envisioned
to be implemented in cooperation with private citizens, communities and public offices.It also illustrated disasterprevention planning at neighborhood level.
The following disaster prevention measures were discussed in detail:• Earthquake resistant reinforcement of buildings.
• Protection against fire.
• The cooperation among organisations working for the protection of cultural assets.
• Subsidies for setting up fire protection facilities should be provided by the government.
• Measures for prevention of breakage and digital imaging of arts and crafts for repair or reproduction.
Broadly, the countermeasures in the event of a disaster for the protection of cultural assets were described for
visitors as well as for movable assets.
Additionally measures for long-term response and recovery were described:• Surveys and inquiry into the level of damage.
• Requesting aid from the central government or from volunteers.

Section 3.4 | Emergency Preparedness and Response

115

The recent cooperation agreement between owners of cultural assets and their neighbors (2000~) was
discussed. This agreement was drawn up between owners of cultural assets and their neighbours to enable rapid
and efficient response to a fire in cooperation with each other.

Image Ref. 3.46, 3.47
Lists and labels for movable cultural heritage
to make the process of recovery easier
Source: Yoshinori Machida

Image Ref. 3.48, 3.49
Various response procedures, equipment andinitiatives were discussed during the lecture
Source: Yoshinori Machida

Sample Lecture and Demonstration
Emergency Response and Recovery of Movable Cultural Heritage, International Training Course 2011
Instructor: Aparna Tandon | Duration: 60-80 minutes

The session was aimed at promoting better understanding of the sources of risk to a broad range of movablecultural materials during emergency and early recovery situations and the specific considerations that have tobe taken into account before mounting response and recovery operations for safeguarding cultural heritage
collections. Participants were introduced to various processes identifying ‘agents of deterioration’ or sources ofrisk to cultural heritage objects and collections immediately following an emergency situation. The second half ofthe session addressed specific aspects of recovering cultural heritage collections in the aftermath of a disaster.
It included a discussion of the documentation of cultural artifacts, levels of protection, prioritisation of artifacts for
maximum protection, handling procedures and salvage considerations, off-site temporary storages, emergency
supplies, specialised help, communications and rapid response teams.
The secondary case example of Haiti was used to illustrate the process. Six months after the earthquake in Haiti,
much of the movable cultural heritage in Haiti was in danger of being damaged irreversibly or lost altogether.
The first response of the International Centre for the Studyof the Preservation and Restoration of Cultural Property(ICCROM) to the cultural emergency in Haiti was to strengthen the capacity of the staff of Haiti’s cultural institutions
for creating safer storage conditions for the endangered collections. Carried out in partnership with the Ministryof Culture of Haiti and the Smithsonian Institution (USA) within the framework of its Cultural Recovery Project, thethree-week course on First Aid to Cultural Heritage in Haiti was held in Port au-Prince.

116 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasChallenges discussed									In the absence of any other form of shelter, putting works of art in a container, on a temporary basis, seemed tobe the most appropriate solution. However, the metal containers were not sealed properly, which allowed moisture
to seep in. In addition, they were exposed to extreme weather conditions.
Within six months several works of art inside the containers were infected by mould. Isolating the contaminatedworks of art and creating another temporary but safe storage space was the top priority. The board of trustees of
the Centre d’Art, however, expressed serious concerns over the security and the safety of the collection. Following
several consultations and after having assessed possible threats and potential benefits, the trustees allowed thecontainers to be relocated and unloaded. At the time of the training, four of the fifteen participating institutions
had parts of their collections buried under the rubble. The lack of building plans and maps for identifying thepossible locations of buried artifacts added to the complexity of the task. The participants were organised into
an emergency team and were given specific tasks, ranging from documentation to first-aid treatments and thepacking of works of art.
Outcomes discussed									As a direct result of the training, over 1,500 works of art of the Centre d’Art were documented and saved fromfurther damage. In addition, fourteen institutions were able to develop concrete action plans for securing theirrespective collections. Based on the strategies discussed during the course, they were encouraged to think of atleast ten actions that they would implement without additional resources. The most significant outcome, however,is the formation of a self-reliant and strong team of 26 professionals who are working together to recover Haiti’scultural heritage.
References
Heritage Preservation- the National Institute for Conservation.Emergency Salvage Wheel.
Available at<https://www.heritagepreservation.org/catalog/Wheel1.htm>
Canadian Conservation Institute. The Preservation Framework online.
Available at<http://www.cci-icc.gc.ca/tools/framework/index_e.aspx?content=framework>
Getty Conservation Institute. Building an Emergency Plan.
Available at<http://www.getty.edu/conservation/publications/pdf_publications/emergency_plan.pdf>

Image Ref. 3.50, 3.51
Salvaging objects from damaged structures post
earthquake in Haiti. The instructor highlighted theimportance of documentation of each stage andrecording as much information
Source: AparnaTandon
Image Ref. 3.52, 3.53
Salvaging objects from damaged structures post
earthquake in Haiti. The instructor highlighted theimportance of documentation of each stage andrecording as much information
Source: AparnaTandon

Section 3.4 | Emergency Preparedness and Response117

Image Ref. 3.54
Practical demonstrationsfor treating movable objects ina post disaster scenario,by instructor Arpana Tandon in
the International Training Course 2012.
Source: AparnaTandon

Sample Site Visit
Site:Ninna-ji Temple, Kyoto, RitsDMUCH International Training Course, 2012
Instructor: Hikokazu Omori | Duration: 120 minutes

Background
The Ninna-ji Temple in Kyoto was completed by the Emperor Uda in 888 and consecrated as an imperial temple.
In the modern age, several temple buildings were either partially or totally dismantled and repaired; included
among these were the Kondo(1914), the Niomon (1938), and the Mieido (1951). The temple is now inscribed asa UNESCO World Heritage Site. 								The Kondo (G1), is a large scale structure 7 bays across the front by 5 bays on the sides. It has shitomido (tophinged, swinging windows) on four sides and Minoki (eaves constructed with a triple-layer rafter system). Although
it has undergone reconstruction, the Kondo is highly valued as historically important due to the fact that it retains
the imperial palace style of the Momoyama Period.
Several different facilities for monitoring, fire prevention and response have been provided for thetemple. The site visit highlighted these facilities, which included:• Methods of fire extinction• Fire alarm systems• Lightening protection system• Firefighting system• Arrangement of fire prevention equipment

Image Ref. 3.55, 3.56
Participants of International Training Course 2011
on a site visit to Ninnaji. The instructor is illustrating
the various systems in place for firefighting in place
Source: RitsDMUCH

118 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Primary Case Study
Site: Kiyomizu-dera Temple, Sanneizaka District. Workshop on Role Playing
Each participant was randomly assigned pre-determined roles to perform for the purposes of the workshop. For
the exercise in the International Training Course 2011, the following roles were assigned to participants• Community leader (Resident)• Owner of shop on fire (Resident)• Shop worker (Non-Resident)• Volunteer (Search & Rescue Team Leader)• Head priest of the temple (Monk)• Heritage site manager• Security officer (private company responsible for protecting the site)• Local area fire officer• Local police chief• Foreign tourist• Doctor from nearby hospital
The participants were introduced to an emergency scenario in a heritage site described as follows:
There is a fire in a row of wooden houses in Sanneizaka Preservation District near Kiyomizu-dera Temple. Fire
started from a cooking pan in the kitchen of a shop. It spread to cloth materials like curtains and then to timberelements. The whole shop was on fire and it started spreading to adjacent houses. Nearby Kiyomizu-dera Temple
is also under grave threat of catching fire if immediate action is not taken.There is limited access to the fire
affected area due to the close proximity of houses and narrow access roads. The incident happened during thedaytime, when all young people had gone to work and school, and only elderly people were at place. Somedomestic and foreign tourists were on the road.
The fire detecting system in the house where the house started was not maintained. Fire extinguishers could not
be used immediately. Old people and the foreign tourists could not read the emergency signage.
The participants undertook a role-playing exercise through which they tried to respond to the given scenario, by
assuming their respective roles during the emergency situation. This was followed by a debriefing of the exercise
to formulate response plans by deciding upon specific roles and actions by various stakeholders, their sequence,time period and chain of command.

Image Ref. 3.57
A group discussion in progress where various
roles have been assigned
Source: RitsDMUCH

Section 3.4 | Emergency Preparedness and Response

119

STEP 1

STEP 2

S.No.

Activities

Whose
Responsibility?
	
  Coordination
System	
  Priority/Sequence

	
  

Time
Period
	
  

	
  
	
  
	
  
	
  
	
  
	
  
	
  
	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

	
  

Participants’ Case Study Project
Site: Cusco, Peru, International Training Course 2010
Participants:Teresa VilcapomaHuapaya and Olga Keiko Mendoza Shimada

The City of Cusco was inscribed on the World Heritage List in 1983. It has suffered extensive damage previously
in 2007 as a result of an earthquake.
The disaster scenario created by the participants was an earthquake of magnitude 8 which would have a severe
impact on the physical fabric of the city with the loss of life and cultural properties. The earthquake would also
set off landslides leading to further damage. The objective of the Disaster Risk Management Plan would be tocontribute to reducing the effects of the disaster. Mitigation and preventative actions would need to be carried out.
The mitigation measures would include appropriate government policies, land use, building guidelines, evacuationplans, drills, maintenance and monitoring procedures and technical measures for the strengthening of monuments.
The Emergency Team would be comprised of the three main stakeholders (the Municipality of Cusco, theNational Institute of Culture and the National Institute of Civil Defence) as well as the fire brigade, police force, thecommunity and volunteers. In the Emergency Preparedness and Response Plan the evacuation routes and safe
areas were identified. The rescue routes were identified along with the locations of fire hydrants.

120 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasMountain
Watching

Disaster Education

Lack of awarenessfor disaster prevention

MountainLess young people
Disaster Education

ElderyTown

Town
Watching
Teacher

Communication withpeople living in town

Parents

Lack of awarenessfor disaster prevention

Community

Disaster Education

Student

Safety?

Enviornment Education

Elementary
SchoolTeacher
Safety Education

Student

A graphic representing the emergency
preparedness and response plan
Source: Teresa VilcapomaHuapaya
and Olga Keiko Mendoza Shimada

Image Ref. 3.58
Evacuation routes and safe places
highlighted on a map of the area
Source: Teresa Vilcapoma Huapaya
and Olga Keiko Mendoza Shimada

Section 3.4 | Emergency Preparedness and Response

121Participants’ Case Study Project
Study Project, International Training Course.
Site: Taj Mahal, India | Participant: Janwij Sharma

The Taj Mahal, Agra is a UNESCO World Heritage Site in a complex urban environment, surrounded by highdensity settlement. Though the likelihood of a natural disaster such as earthquake or flood is low, the vulnerabilityof the site is very high due to the high amount of visitor traffic. The participant identified crowd management as
one of the most critical issues which needed to be addressed as part of the response and recovery procedures.
Crowd Management – Response and Recovery
A key vulnerability in Taj Mahal is the possible scenario of mobbing and difficulty in managing crowds. Given, thesingle entry and exit point to the site, sudden evacuation becomes a major challenge from within the mausoleum
and at the entry points. One of the first remedial measures for these issues is to limit the entry of people into themain mausoleum and deploy expert personnel at entry and exit. Appropriate signage should be provided along thecirculation routes. In the long term, strategies for circulation and movement and personnel should be implemented
for crowd management.
The participant then went on to mark out evacuation routes and relief spaces, based on his experience andknowledge of the site and the series of disaster risk management workshops held during the International Training
Course organised by RitsDMUCH 2011.

122 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.59
Schematic diagram indicating local
hospitals to immediately rush the injuredin the event of a disaster.
Source: Janwij Sharma

Emergency evacuation
space - I
Emergency evacuation
space - IISpaces for relief
camps

Image Ref. 3.60
Schematic diagram indicating evacuation
spaces and areas demarcated for relief
camps
Source: Janwij Sharma

Image Ref. 3.61
Parking nodes and location of first aid
facilities in the site
Source: Janwij Sharma

Section 3.4 | Emergency Preparedness and Response

123

er

3.5 Recovery andRehabilitation

Module 1

Introduction andBackground

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy for the
ModuleStage 1

Beforea Disaster
Stage 3

Stage 2

Post
DisasterDuringa Disaster

This module explores actions that are involved in post disasterrecovery and rehabilitation of cultural heritage. This include not
only assessments of the impact of the disaster but also longterm planning initiatives for recovery and ensuring that futuredisaster risks are minimised as much as possible. This stage
follows up on the emergency preparedness and response
module (Module 4), and links the disaster risk management
process back to the first stage (Module 2). It is therefore
imperative to ensure that this module cohesively sums up
the learning of the course to equip participants to be able todevelop their own disaster risk management strategies.
Some of the key aspects of this module include• Post disaster risk assessment including short-term threats
as well as long term risks. Physical damage, institutional
failures and lack of human resources are some of the issues
that may be need to be addressed.
• Detailed damage assessment and impact of the disasterneeds to be undertaken in a systematic manner to enable
post disaster recovery. The instructor should introduce theformats, procedures and information needed for damage
assessment. This should be linked with the immediate
damage assessment conducted during the previous
module.
• Linking with larger institutional networks andprogrammes for post disaster recovery and rehabilitation atinternational/national /regional levels.

124 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Framework• Understanding the significance of intangible cultural
heritage for post disaster recovery.
• Technology for repair, retrofitting and restoration of cultural
heritage.
• Linking recovery with mitigation through development of
human resources and planning measures.
This module covers a broad range of actions to be undertakenin the post disaster recovery phase and can be delivered asa series of core lectures focusing on general approaches/
procedures to introduce participants to the subject. Themes
such as community participation, long term recovery of cultural
heritage in developing countries and its role in generating
financial resources can be addressed in detail using secondarycase examples. In the International Training Course organisedby RitsDMUCH, it is normally spaced over 2-3 days,
interspersed with participants working independently on theirown case study projects. This module should also include asite visit to the disaster affected area to make the participants
understand real challenges and initiatives for post disasterrecovery of cultural heritage on ground both from short andlong term perspective.
There is the possibility of teaching this module independently in aregion recovering from a disaster.
For example, ICCROM organised a three week course in Haiti inpartnership with the Ministry of Culture of Haiti and the Smithsonian
Institution (USA) within the framework of its Cultural Recovery
Project. This course focused exclusively on capacity building for
professionals in cultural institutions in Haiti, to equip them to protect
their own movable heritage. (Refer to lecture in module 4)

Section 3.5 | Recovery and Rehabilitation125

9/15	  (Sat)	  9/16	  (Sun)	
  Planning	
  for	  Recovery:	
   Self-­‐
Lessons	
  from	  Kobe	
  
Study

9/17	
  (Mon/Holiday)	
  From	
  Response	
  to	
  Recovery:	
  Great	
  East	  Japan	  Disaster	
  	
  

	
  

	
  

	
  

Kobe	
  

	
  

Tohoku	  To	
  KOBE	  

9/18	
  (Tue)	
  9/19	
  (Wed)	
  From	
  Response	  to	
  Recovery:	
  Great	  East	   Policy for Risk Management
Japan	  Disaster	
  	
  
	
  
Tohoku	  DMUCH	
  9:30-­‐10:00(30)	
  

Case	
  Study	
  PJ	
  

To	
  MinamiSanriku-­‐cho	
  (Resource	  Persons)	
  9:30-­‐10:45(75)	
  

Site	
  Visit	  4	
  Disaster	  Reduction	  and	
  Human	
  Renovation	
  Institution	
  Theater	  and	  3D	  10:00-­‐12:00(120)	
  

10:00-­‐11:10(70)	
  Self-­‐
Study	  Lunch	
  Lecture17	
  Issues	  and	
  Challenges	
  for	  recovery	
  of	
  historic	
  areas	  following	  East	  Japan	  Disaster	
  (R.	
  SHAW)	
  Lunch	
  11:30-­‐14:30(180)	
  Lecture	  15	
  Experience	
  of	
  the	  Great	  Hanshin-­‐Awaji	  Earthquake,	
  	
  
Ris	
  k	
  Assessment	  (MURAKAMI)	
  	
  Lecture	  16	
  Planning	
  for	  Disaster	
  Mitigation	
  of	
  Cultural	  Heritage	
  Training	
  of	
  Heritage	
  Manager	  (MURAKAMI)	
  To	
  NADA	  15:00-­‐17:00	
  10:00-­‐11:10(70)	
  Special	
  Lecture	
  2	
  Lecture18	
  Relocating	  	
  Emerging	
  Polices	
  for	  Disaster	
  Communities	
  for	  Post	  Risk	
  Management	
  of	
  Urban	  Disaster	
  Recovery	
  Cultural	
  Heritage	
  in	
  Japan	  (ISHIKAWA)	
  (ACA	
  Japan	  UMEZU)	
  

11:30-­‐12:40(70)	
  +Discussion	
  (Resource	  Persons)	
  12:30-­‐15:30(270)	
  Lunch	  To	  Tohoku	  Site	
  Visit	  5	
  Former	  House	  No.15	
  in	
  
Kobe	
  Foreign	
  Settlement	  (MURAKAMI)	
  To	
  Kyoto	  Site	
  Visit	  6	
  Tohoku	  area	  affected	
  by	
  the	
  East	  Japan	  Disaster	
  (HIRAOKA,	
  TAKEDA)	
  

16:00-­‐18:00(120)	
  Special	
  Lecture1	
  	
  Coordination	
  of	
  Site	  Level	  Stakeholder	
  with	  National	
  and	
  International	
  Agencies	
  for	  Post	  Disaster	
  Recovery	
  (HIRAOKA,	
  TAKEDA)	
  Lunch	  Workshop	
  4	
  
Role	
  Playing	  Exercise	  :Emergency	
  Response	
  Procedures	  (JIGYASU)	
  Lunch	
  14:00-­‐15:10(70)	
  Lecture	  19	
  Lessons	
  from	  Integrated	
  Management	  Plan	
  for	
  Kathmandu	
  World	
  Heritage	
  Monument	  Zones	
  (K.WEIZE)	
  
To	
  	
  Kyoto	  15:30-­‐18:00(150)	
  

Case	
  Study	  PJ	
  (Resource	  Persons)	
  +Discussion	
  (Resource	  Persons)	
  Kyoto	
  Sendai	  Minami Sanriku	
  Kyoto	
  Kyoto	  An excerpt from the structure of Module 5 of the International Training Course, 2012. Lectures and site
visits related to the cases discussed in the lectures were used for majority of the content in this module.

126 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Damage Assessment
Summary of Content
In the event of a disaster, the assessment of damage tocultural heritage is the first step towards post-disaster recovery.
Damage assessment includes analysing the degree of damage
to cultural heritage as a consequence of the disaster as wellas analysing new risks to heritage which may have emerged
as a result of disaster. The complete process involved in
documenting, assessing and communicating post disasterdamage to heritage needs to be explained to the participants.
Key aspects to be introduced• Timelines for carrying out preliminary assessment anddetailed assessment of damage to structures: Often it
is not possible to undertake surveys and documentation
immediately after a disaster because of lack of access,safety issues and lack of resources. Timelines need to beplanned out for implementing assessment for various stagesof the recovery process.
• Procedures and methodology for carrying out damage
assessment: The exact procedures for carrying out damage
assessment can vary depending on the scale of disaster aswell as the size of heritage site. The general methodology
beginning with observations up until detailed documentation
and analysis of physical condition of affected site or object
forms part of the disaster risk management plan.
• Compiling the data in a meaningful way to inform theprocess of post disaster recovery actions: Compilingand recording of data and analysis is important not only
for carrying out long term repairs and restoration but
also serves as a useful resource for the site managers toreview and update the disaster risk management plan. The
collected data could potentially be needed to raise funds orgenerate other resources and needs to be compiled in a
simple yet effective manner.
• Formats of documentation and assessment of damage:
Formats for documentation and assessment of damage
follow some basic principles and can be adapted to different
scenarios. The instructor should circulate some basic
formats for participants as reference material.

Section 3.5 | Recovery and Rehabilitation

127

Image Ref. 3.62
Sample of a visual catalogue
used for damage assessment
Source: Yasumichi Murakami

Teaching Strategies
Core Lecture
The instructor may introduce the process of documenting
and assessing post disaster damage, including how to plan
timelines and resources for documentation, the recording andcompiling methods etc. The instructor can circulate various
templates and formats for documentation, recording andassessments. Through secondary examples, this lecture canbe used to illustrate what kinds of information are necessary forsuch an exercise.
Secondary Case Studies 						(to supplement core lecture or as thematic lecture)
The introductory lecture can be linked to a thematic lecture aspart of a larger presentation, focusing on a specific disaster
scenario or geographical region.

128 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Primary Case Study
A site visit, which may be linked to a workshop as part of a
primary case study for this module, may be organised forparticipants to engage them in the damage assessment
process. For instance, participants in 2011 International Training
Course organised by RitsDMUCH were given a series oflectures on the Hanshin Awaji Earthquake that was linked to asite visit the following day.

Image Ref. 3.63
Formats for damage assessment shown toparticipants of the ITC 2010 session (Extracts
from ICOMOS forms used in Haiti, 2010)

Section 3.5 | Recovery and Rehabilitation

129

Image Ref. 3.64
Introduction to the post disaster recovery
process for cultural heritage indicating therole of assessment and right, a sample
format for recording post disaster damage
to cultural assets at an urban scale
Source: Yasumichi Murakami

Sample Thematic Lecture (PART 1)
Experience of the Kobe Earthquake also known as the Great Hanshin Awaji Earthquake(1995): Damage Assessment, International Training Course 2011
Instructor: Yasumichi Murakami | Duration: 80 minutes

This lecture used the example of the Kobe earthquake and its impact on heritage in the region. The teachingstrategy for this section was twofold; with a lecture presentation highlighting a case example and a site visit/
workshop that illustrated how exactly to carry out a damage assessment exercise. Participants could map out theprocess for their sites in the event of any potential disaster.
Background									The Kobe earthquake was a major earthquake that struck a highly developed metropolitan city. Various types ofdamage to the cultural heritage had never been anticipated before, and therefore could not be addressed by theLaw for the Protection of Cultural Properties.
The instructor explained the causes for extensive damage to certain types of buildings, in this case, specifically totimber buildings, especially dwellings built in the poor conditions immediately after World War II. He explained thereasons for this as the result of:• Poor foundations and sills.
• Insufficient diagonal bracing.
• Inadequate connecting elements.
• Insufficient areas of solid wall.
• Heavy roofs.

130 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

During the first week of the earthquake, any systematic survey of damage to cultural properties was impossible.
A survey of designated cultural properties was launched a week after the earthquake, and a full-scale survey ofundesignated cultural properties was begun after about a month.
The preliminary survey method that was followed to assess the damage in the earthquake was summarised as:
1. Understanding the gradation of damage from the epicenter.
2. Assessing the geographical range of the damage.
3. Interviewing locals to assess situation and extent of the damage.
4. Begin process of assessment and budgeting based on information gathered.
5. Preparation of support teams and planning out a way forward.
In the course of the assessment stage, it was found that different types of historic structures behaved differently inthe earthquake. The findings were summarised, based on typology and material of heritage.

Image Ref. 3.65
Rescue protection measures
to movable cultural heritage
Source: : Yasumichi Murakami

Section 3.5 | Recovery and Rehabilitation

131Participants’ Case Study Project
Site: Eskigediz Heritage Site, Turkey, International Training Course 2010
Participants: Zeynep Gul Unal Meltem Vatan Kaptan

This case study wascarried out by the participants of the International Training Course held in 2010, aimed atformulating disaster risk management plan for sites. Participants imagined a disaster scenario for their sites anddeveloped a plan for damage assessment and post disaster recovery
Background									The historic town of Eskigediz, located in Turkey’s Kütahya Province, is highly vulnerable to earthquake. Various
monuments, buildings, ruins and public squares are registered as cultural heritage. Detailed inventories of thebuildings were prepared in 2003 and 2005.
Disaster Scenario Building and Response						The disaster scenario developed by the participants visualised an earthquake that led to rock fall and fires.
Buildings collapsed, people were injured and there were fatalities. The electricity, communication and watersupply was cut off. The roads were blocked. Panic and chaos followed.
Building Inspections
The building inspections would need to consider the risk levels before the disaster and the damaged state andusability after the disaster. The first step would be to gather qualitative data through visual inspection.
• General information: Construction period, building function, earthquake zones and GIS maps.
• Physical information: Topography, plan typologies.
• Photographic information.
• Construction material.
• Collapse mechanisms.
• State of damage.
The second step would involve quantitative data through laboratory tests and numeric analysis. The damage
assessment would be categorised as: safe for use (ranging from no damage to slight damage), unsafe for use(moderate to heavy damage) and dangerous for use (severe damage to total collapse).
This would be followed by post disaster recovery with short-term activities such as revising the preservation
plan, cost estimation for repairs, restoring damage and the development of a rehabilitation plan. The long-term
activities would include phase wise implementation of a rehabilitation plan, establishing a disaster research
institute, using natural sites for health tourism and using endemic flora as economic sources. The proposed
pilot project entailed the development of a system for building assessment after a disaster. This would require
the Heritage Damage Assessment Task Force to gather data from the field. The damage would be consideredthrough processing the data, analysing it and coming to a decision for a new conservation and restoration planfor the historic buildings and sites.

132 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Information System

Pre – Hazard Evaluations
Classification of the damage
state and the risk level
Post – Hazard Evaluations
Classification of the damage
state and usability

Excerpts from the disaster management
strategy prepared by participants focusing
on information and monitoring systems
and categorizing heritage based on
condition and usability
Source: Zeynep Gul Unal
Meltem Vatan Kaptan

Visual Observations
Detailed inspections(NDT tests, erack patternanalysis etc.)

Monitoring
Second Step :Quantitative data :Laboratory test Numeric analysis

First Step : Qualitative data
Visual inspections
Decision Support System

DAMAGE ASSESSMENT

CATEGORIES BASED ON SAFETY AND USABILITY

Excerpts from the disaster management
strategy prepared by participants focusing
on information and monitoring systems
and categorizing heritage based on
condition and usability
Source: Zeynep Gul Unal
Meltem Vatan Kaptan

POSTING CLASSIFICATIONUSABILITYDAMAGE STATE

SAFE FOR USE

Usable With Possible
Restrictions

1-2 = None - Slight

UNSAFE FOR USE

Unusable
Retrofitting Required

2-3 = Moderate - Heavy

UNSAFE FOR USE

Unusable

3-4 = Severe - Total

Image Ref. 3.66
A traditional house in Eskigediz
Village, and an overall view of the village
Source: : Zeynep Gul Unal

Section 3.5 | Recovery and Rehabilitation

133

Post Disaster Recovery Planning
Summary of Content
This module focuses on the larger context of post disasterrecovery, the local, regional and international networks whichfacilitate recovery, how funds can be raised, and the various
processes involved in planning for both a short term and along term recovery. It takes into account the post-disaster
assessment of damage highlighted in the previous module andhighlights potential interventions once the damage has been
fully assessed.
Key aspects to be introduced and discussed:• Long-term measures to ensure that the rehabilitation
process is initiated at the quickly and that future disaster risks
are minimised as much as possible.
• Raising resources, both financial and human, through thelarger institutional network at local, regional, national and eveninternational levels as necessary.
• Understanding the significance of the tangible andintangible values associated with cultural heritage and using
it as an asset for recovery. Preserving the heritage value ofthe sites, following a minimal intervention policy as far as
possible and including local stakeholders in this process.
• Reviewing site management as well as local and regional
planning and management systems.
• Raising community awareness and participation in therecovery process.

Teaching Strategies
Core Lecture
The instructor should introduce the short term and longterm prioritisation of recovery processes. This lecture may
be specific to a certain context and scenario relevant to thecountry/region. It may be a combination of a presentation,
which gives a broader background of heritage and disastermanagement networks internationally, regionally and nationallythat can be utilised for recovery, along with a more focused
lecture supplemented by secondary case studies.

134 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Thematic Lectures with Secondary Case Studies
The thematic lectures could either be combined with the corelectures of this section or extend across the entire moduleusing specific case studies relevant to the local context toillustrate various stages of the post disaster recovery process.
Site Visits
Visits to different sites could also be used to illustrate thecomparison between short-term post disaster recovery actions
and a sustained long-term plan. The 2012 International Training
Course organised by RitsDMUCH highlighted both long andshort term strategies to the participants through the casestudies of the Kobe earthquake of 1995 and the more recent
earthquake and tsunami in the Tohoku region of northeasternJapan in 2011.
Thematic Workshops
Planning for disaster recovery of cultural heritage
A workshop may be designed and organised to supplement
the knowledge and understanding of the participants for theimmediate, short term and long term considerations for postdisaster recovery for their respective case study sites andplans for recovery. The participants could work in teams. An
imaginary disaster scenario may be presented to them to use
as a reference. Potentially, this could be linked to previous
workshops involving risk analysis and mitigation. Based on adetailed worksheet, they may be asked to prioritise actions
and activities for recovery, address resource usage and identify
potential networks and agencies which may be engaged for
different activities.

Section 3.5 | Recovery and Rehabilitation

135

Sample Thematic Lecture
Experience of the Kobe earthquake (PART II): Actions taken during Restoration Period after
the Hanshin Awaji Earthquake, International Training Course, 2011
Instructor: Yasumichi Murakami | Duration: 80 minutes

This lecture uses the example of the Kobe earthquake and its impact on heritage in the region. This is acontinuation of the lecture given in the previous sub-module (Damage Assessment) and highlights the actions thatwere undertaken by local and national authorities
During this section of the lectures, the instructor focused on the sequence of actions that were undertaken during
the restoration period after the earthquake.
1) Initial Period: Need for surveys of Historic and Cultural Resources
In this phase a system to survey devastated area through cooperation between industry, government,
academia, and private sectors was established. It also revealed the importance of prior preparation of alocation map for effective survey.
2) Recovery Period: Long Term Changes in Management of Cultural Propertiesi) Funding
In post disaster recovery of cultural properties, a perspective of ‘community property’ was first introduced
in Japan. Undesignated cultural properties (historic buildings, etc.) were supported through efforts of theprivate sector. For repairing designated cultural properties and undesignated cultural property, a budget
for almost 400 properties in total was reserved from the restoration fund. In addition the Foundation for
Cultural Heritage and art Research raised fund throughout Japan with the intention of building nation-wide
assistance in line with increasing the awareness of preservation of cultural properties.
ii) Human Resources
Shortage of human resources revealed the defect of the cultural property preservation strategy in Japan,
which only targeted designated cultural properties.

Image Ref. 3.67
Detailed survey diagrams and formats prepared byexperts from the Kinki District for the affected areasof the Great East Japan Earthquake and Tsunami,
2011
Source: Yasumichi Murakami

136 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Thematic Workshop Type 1
Planning and Design Interventions for Rehabilitation of damaged traditional settlements.
Site: Minamisanriku-cho
Site visit and Workshop, International Training Course organised by RitsDMUCH in 2012
Instructor: Rohit Jigyasu, Naoko Itaya

Participants visited the districts of Minamisanriku-cho that had been extensively damaged due to the Great East
Japan Earthquake and Tsunami in 2011. Based on their observations on site, they were asked to conceptualiseplanning and design interventions for rehabilitation of the settlements damaged as a result of the disaster.

Image Ref. 3.68
Participants visiting the Minamisanrikucho; the area affected by the Great East
Japan Earthquake, 2011
Source: RitsDMUCH

Participants: Rosli Bin Haji Nor, Ni Lei Win, Sang Sun Jo, Sibel Yildirıim Esen, Usman Shamim produced thefollowing schemes: Proposals prepared by participants, through diagrams and maps

Fishery
Deep water
fishing

Image Ref. 3.69
Workshop in progress with participants mapping
their observations and analysis on a map
Source: RitsDMUCH

Tourism
Cultural Sites, Nature

Ariculture
Farming, Harvesting

Section 3.5 | Recovery and Rehabilitation

137

Image Ref. 3.70
Observations of participants mapped out
Source: Rits DMUCH

Thematic Workshop Type 2
Recovery Plan for a Case Study Site
In cases where the organisers do not have access to a primary case study area where disaster has taken place and recovery
and rehabilitation is underway then the primary case study site used for previous workshops or one of the participants casestudy sites may be chosen to prepare a recovery plan for one of the scenarios developed by the participants in Module 2.
Format based on the International Training Course series.
Participants may be asked to consider the following:• What are various kinds of recovery activities that may be needed in immediate, medium and long-term
phases?
• What kind of human and financial resources are needed for each of these activities?
• Which international, national and local bodies and networks need to engaged for each of these activities?
• Based on the considerations identified, participants are asked to pinpoint the resources and technical help
needed from provincial/national government and the international community, and also asked how theywould communicate these needs.
• The workshop concludes with participants’ presentation followed by discussion.
Sample worksheet for prioritising recovery activities
Priority Level

Recovery
Activities

Actors to be engaged Human(Stakeholders)
Resources
NeededImmediate(high priority)
Short Term(medium priority)
Long term(low priority)

138 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Financial resources needed(no/low/medium/high)Participants’ Case Study Project
Site: Tao Ping Qiang, China
Participant: Wang Yu, International Training Course, 2011

Background: The village of Taoping is located in the Sichuan province of China and dates back over 3000 years to the
Shang Dynasty. It has a unique defense and underground water system as well as outstanding design and construction skills
responding to the undulating topography.
The participant analysed that the village was vulnerable to earthquakes, floods and landslides as well as fire based on historic
data and topographical maps. He went on to identify various vulnerabilities to the site and its built fabric. Furthermore, he
identified the various management systems in place for disaster risk management in the area. After imagining various
disaster scenarios in the village, the participant outlined a detailed process of recovery, illustrated below.

Assessment

PolicyImplement

ResultInfluence

Outcome

Reference

Scholars
Local Community

Formulate

Government

Fund

Local Community

SupportEvaluation

Planing & Designing

Projects

NGO

NGO
Government

Scholars

DesignNGO

NGO

Constructor

OutputLocal Community
Handcraft Man
Suggestions

A diagram illustrating the process of recovery for the site of
Tao Ping Qiang, China, prepared by one of the participants aspart of the International Training Course 2011.
Source: Wang Yu

Section 3.5 | Recovery and Rehabilitation

139

Repair and Restoration of Cultural
Heritage
Summary of Content
This section highlights the role that repairs and conservation ofheritage plays in post disaster recovery, and how tangible andintangible values of cultural heritage may be utilised as an asset.
It emphasises minimising intervention and preventing demolitionof heritage structures as far as possible. It stresses maintaining adelicate balance between safety considerations and maintaining
values, authenticity and integrity of cultural heritage.
Key aspects to be introduced and discussed• Role of heritage in recovery and rehabilitation in a postdisaster scenario.
• Prioritising various approaches of repair, restoration andretrofitting based on the analysis of physical condition.
• Use of traditional skills and technology for repairs andrestoration.
• Preserving the values, authenticity and integrity of cultural
heritage through a policy of minimal intervention.
• Using heritage as a tool to facilitate psychosocial recovery
from a disaster.
• Technologies used across various regions for post disaster
repairs and restoration.

Teaching Strategies
Lectures and Secondary Case studies
The instructor can use several case examples or a single casestudy linking to previous sections in this module to highlight theimportance of protecting the values of cultural heritage while
giving due consideration to safety during post disaster recovery.
Primary Case Study / Site Visit
The lecture may be supported by a site visit to an area wheresuch activities are either underway or completed to highlightvarious aspects of repairs, restoration and retrofitting. The focus
should be on approaches as opposed to giving lessons ontechnical skills, which may generally not be under the scope of aprogramme of this nature.

140 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Sample Lecture
Damage Assessment and Post Disaster recovery Planning, International Training Course 2011
Instructor: Yasumichi Murakami | Duration: 80 minutes

Using a running case study of the Kobe earthquake, several core principles of repair and restoration of cultural
heritage were communicated to the participants. This lecture is a continuation of the lecture given in the previous
sub-modules. It highlighted the various issues that rose post disaster related to the built heritage as well as thevarious actions undertaken.
Two critical issues were highlighted during the planning for recovery of heritage buildings in Kobe:• Enhancement of Seismic Resistance (retrofitting).
• Harmony between heritage values and safety.
It was concluded that based on priority, the following approaches would be undertaken in order ofpreference:
1. Additions using traditional techniques and traditional materials.
2. Additions using traditional techniques and techniques derived from them, as well as a combination of
traditional and modern materials.
3. Additions using modern techniques and modern materials.
4. Replacements using modern techniques and modern materials.
Each of the above approaches was demonstrated through examples of restoration and retrofitting projects
undertaken following the Kobe earthquake.

Image Ref. 3.71
Example of restoration work undertaken
Source: Yasumichi Murakami

Section 3.5 | Recovery and Rehabilitation

141

Image Ref. 3.72
Example of restoration work undertakenusing traditional techniques
Source: Yasumichi Murakami

Sample Site Visit
Site Visit to Kobe-shi Kitano-cho Yamamoto-dori District, International Training Course 2012
Instructor: Yasumichi Murakami | Duration: 120 minutes
The instructor had introduced the secondary case studies of various structures that had been extensively restored
after the Kobe earthquake of 1995. Subsequently a site visit to some of these restored and retrofitted structures wasorganized. Participants were able to observe the results of a long term process of planning and retrofitting techniquesthrough their visits to these structures that have been restored following the earthquake.

Image Ref. 3.73
Instructor illustrating conservation
and retrofitting techniques on site
Source: RitsDMUCH

142 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Linking Recovery to Mitigation
Summary of Content
This section emphasises creating links between recovery andmitigation stages within the disaster risk management framework.
It lays special emphasis on the significance of capacity buildingin post disaster recovery planning. It also emphasises identifying
available human resources and evaluating their skills, andsupplementing them with the required technical ability needed torespond to disaster risks and potential disaster scenarios.
Key aspects to be introduced and discussed:• The possibility of linking post disaster recovery to risk mitigation,
thus completing the disaster risk management cycle.
• Various kinds of professionals and volunteers who can bepotentially involved in post disaster recovery repair and restoration.
• Skills that are needed for conservation and repair.
• The need for focused training in the subject of disaster risk
management and especially the need for capacity building ofprofessionals and volunteers who may potentially be responsible
for restoring and rehabilitating cultural heritage• Various checklists and criteria that are need to be communicatedto heritage managers.
This content also summarises the lessons from this module and is a
useful tool for participants who may often be heritage managers or
administrators of institutions in charge of administration of heritage.

Teaching Strategies
Core Lecture
A detailed lecture is essential at this stage to inform the participantson the various approaches of linking post disaster recovery
mechanisms to mitigate risks for the future. It should stress on using
the experience of a disaster to equip heritage managers and otherstakeholders to protect their cultural heritage from future damage
due to disaster. It should also illustrate how capacity building andtraining are essential components of the disaster risk management
process in general and that post disaster recovery can be used an
opportunity to build capacities aimed at reducing risks from futuredisasters. It may be linked with a lecture on community participation
as well, in Modules 3 and 4 during the course.

Section 3.5 | Recovery and Rehabilitation

143

Sample Thematic Lecture
Training of heritage managers for post disaster recovery of cultural heritage, International
Training Course, 2011
Instructor: Yasumichi Murakami | Duration: 80 minutes (continuation of previous lecture)
Using a running case study of the Kobe earthquake, various actions undertaken for long term mitigation of risks tocultural heritage were illustrated to participants. The training of heritage managers as a means of human resource
development and capacity building was also highlighted. This lecture is a continuation of the lecture given in theprevious sub-modules. It highlights the training programmes initiated by Hyogo Prefecture for capacity building after theearthquake.
Actions after the Earthquake• Assessing the state and task of undesignated cultural properties.
• Stimulating the development of region and socio-economic recovery of the local citizens utilising cultural
heritage.
• Increasing awareness of the need for disaster prevention and promoting a system for reducing damage.
• Creating a wide network for disaster support for cultural heritage.
The lecture linked the recovery process to mitigation from future disasters through:• Measures for improving resistance to disaster.
• Disaster Mitigation measures for Cultural Properties.
• Heritage Protection Measures.
A disaster mitigation system could be established through the process in which post disaster recovery islinked to risk mitigation through following actions:• Human Resource Development.
• Establishment of an Inventory System.
• Wide-area Disaster Support Framework.
• Focusing on Disaster Mitigation by Personnel Development.
The instructor also used the example of, the Hyogo Prefecture Board of Education’s initiative to develop humanresources through capacity building.
The project was intended to equip heritage managers with specific skills related to undesignatedbuildings such as:• Documenting the historic, cultural, and social value of historic buildings.
• Planning for conservation, maintenance, and utilisation of historic buildings.
• Participation in community based town development with consideration of cultural heritage.
Within this lecture, the instructor also highlighted how capacity building was an integral part of recovery and mitigation.
He emphasised that with the increasing importance of the role of heritage managers, the number of inquiries from cities,
towns, and private organisations has been steadily growing within Japan.

144 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 3.74, 3.75
Traditional joints and repair techniques
being taught to heritage managers post
Kobe earthquake
Source: Yasumichi Murakami

Section 3.5 | Recovery and Rehabilitation

1453.6 Integrating Disaster Risk
Management into Overall
Planning and Management

Module 1

Introduction andBackground

Module 2

Risk Assessment

Module 3

Prevention and
Mitigation

General Teaching Strategy for
the ModuleThis modulesummarises the issues initially discussed in the firstmodule and is the concluding module for the course. By thisstage, participants should be well versed with the disaster risk
management process and be prepared to learn how to integrate
the disaster risk management process into overall site planningand management strategies. This module also emphasises
the need to integrate disaster risk management within larger
management systems at local, regional and national levels, evenintroducing global cultural heritage and disaster risk management
networks such as UNESCO, ICCROM,ICOMOS, UNISDR, andUNDP etc. 		
The following topics should be addressed through this module:• Linking with heritage management systems at site level.
• Linking with other plans and management systems atregional, city and site levels and coordination with relevantorganisations.
• Engaging with local communities and multiple stakeholders.
• Utilising various communication tools and mediums.
• Implementation and Review of disaster risk management
plans.
The themes that can be explored in this module may relate to aset of national and international policies. For instance, a course
may focus exclusively on World Heritage Sites in which case the
UNESCO World Heritage Convention would need to be discussed
as well as how the disaster risk management plan for such

146 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Module 4

Emergency
Preparedness andResponse

Module 5

Recovery andRehabilition

Module 6

Integrating DRM into
Overall Planning
Frameworksites would need to respond to a site’s Outstanding Universal
ValuesThis module is ideally presented during the concluding daysof the course, before the final summation and review sessions.
However, for shorter courses and seminar programmes, thismodule could be presented as a single lecture at the end of an
overview course (TYPE A) or be combined with the first module for
an independent introductory seminar (TYPE B).

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management147

9/19	  (Wed)	
  Policy for Risk Management

9/20	
  (Thu)	
  9/21	
  (Fri)	
  9/22(Sat/Holiday)	
  DMUCH	
  DMUCH	
  DMUCH	
  DMUCH	
  9:30-10:00(30)Case Study PJ(Resource Persons)

Case Study PJ(Resource Persons)

Case Study PJ(Resource Persons)Preparation of Open Jury

Formulating disaster risk Formulating disaster risk Open Jurymanagement Plan
management Plan

10:00-11:10(70)Lecture18
Emerging Polices for Disaster Risk
Management of Urban Cultural Heritage in
Japan(ACA Japan UMEZU)
11:30-12:40(70)Workshop 4
Role Playing Exercise:Emergency Response Procedures(JIGYASU)

11:00-12:00(60)Lecture20
Institutional Initiatives on Disaster Risk
Management of Cultural Heritage(ICCROM)

Lunch	  Lunch	  Lunch	  Lunch	
  14:00-15:10(70)Lecture 19
Lessons from Integrated Management Plan
for Kathmandu World Heritage Monument
Zones(K.WEISE)

Cont.

Cont.

13:30-16:30(180)Open Jury(All the lecturers)

15:30-­‐18:00(150)	
  Case	
  Study	  PJ	
  (Resource	  Persons)	
  Preparation	
  of	
  Open	  Jury	   17:00-­19:00(120)	
  Farewell	  Party	  	
  An excerpt from the timetable in ITC 2012, explaining how module 6 can be structured with casestudies, lectures and a concluding session

148 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Linking with Other Plans andManagement Systems
Summary of Content
In addition to familiarising themselves with individual aspects
focusing on disaster risk management planning, participants
need to understand the larger framework within which disasterrisk management is placed. The significance of linking disasterrisk managementwith institutional frameworks and policies fordisaster risk management at the regional, city or local level ishighlighted through this section.
Key aspects to be covered• Links between risk assessment and identification of values
and legal status of protection.
• Links between mitigation, physical planning and building
byelaws.
• Links between emergency preparedness and response
procedures, site management systems and facilities
planning.
• Links between recovery plan of cultural heritage property andinventories and documentation.

Disaster Management
System for Region /Urban / Rural Area

Disaster Risk
Management Plan for
Cultural Heritage Site

Management Plan
for Cultural
Heritage Site

Risk Assessment

A sample matrix which may be used toillustrate various linkages between management
systems of cultural heritage site, disaster risk
management of the area/region in which thesite is located and the specificdisaster risk
management plan for the cultural heritage site
Source: RohitJigyasu

Prevention & Mitigation

Emergency Preparedness
and Response

Recovery & Rehabilitation

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management149• Links between security and site management.

Teaching Strategies
Core Lecture						The teaching strategy for this section is based mostly ondelivering core content through lectures with the instructor
highlighting the key gaps in coordination between various
institutions/departments and the need for establishingconnections between disaster risk management and thelarger planning and management framework. At this stage,
participants are either almost at the concluding part of thecourse or in the process of completing their individual or groupcase studies. This module can thus also be used to summarise
a major portion of the course for participants when establishinglinks between disaster risk management planning and thegreater purview of policies and management systems for
cultural heritage.
Thematic Lectures with Secondary Case Studies		
Secondary case studies may be used extensively at thisstage to highlight how the disaster risk management plan for acultural heritage site can potentially link up with other planningand management frameworks at the urban and regional levels.
Potentially, thematic lectures for this section could link to aworkshop organised as an open forum, where participants may
interact directly with various stakeholders involved
Participant Case Study Project				Participants working on individual case studies to prepare adisaster risk management strategy could use the frameworks
introduced to them through the presentations and secondarycase examples to refine their own work. An open session
where the participants discuss their individual sites could be
useful to highlight various aspects of this subject.
Sample Thematic Lecture
Integrating Disaster Risk Management into the Management system for World Heritage
Monument Zones of Kathmandu Valley, International Training Course, 2010
Instructor: Kai Weise | Duration: 60-80 minutes

The instructor introduced the Kathmandu Valley, inscribed on the List of UNESCO World Heritage Sites in 1979.
The site was inscribed on the List of World Heritage in Danger in 2003 following uncontrolled urbanisationand loss of historic fabric. The World Heritage Committee therefore requested the State Party to submit newlegally redefined core and buffer zones for the seven monuments zones and to establish an integrated andcomprehensive management plan for the area.

150 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

The instructor took the participants through the overall management process of urban heritage sites, throughthe case of Kathmandu Valley. The various site management issues were explained, and the streamlining ofmanagement within the overall planning framework was highlighted through the example of Kathmandu Valley.
Additionally the need to integrate disaster risk management into the overall planning framework was highlighted.
The need for a collaborative approach to disaster risk management in Kathmandu Valley, due to the complexity ofissues involved in this type of zone, was highlighted. Any management process for the area needs to account forvarious questions, for instance:• The authorities responsible for construction/ conservation and demolition of structures.
• The nature of existing institutional systems.
• The value of the built heritage to be conserved and the acceptable limits of conservation.
• Funding and financial responsibility.
• Incentives and controls within the management framework.
• Coordination among responsible agencies and departments in the event of a disaster.

The municipal processes dealing with the planning and monitoring of heritage conservation and disaster risk
management must be transparent, effective and must include controls and incentives. Links between the twomust be strengthened at various levels. Besides the need for representation of the heritage conservation sector in
the disaster management council and committees at central and district levels was highlighted. The lecture alsostressed the need for engaging communities in the process.
The recent cooperation agreement between owners of cultural assets and their neighbours (2000~) was
discussed. This agreement was drawn up between owners of cultural assets and their neighbours to enable rapid
and efficient response to a fire in cooperation with each other.
LEGALFRAMEWORKRECTIFICATIONGUIDELINESBUILDING
BYLAWSDEVELOPMENTGUIDELINESCONSERVATIONGUIDELINES

Image Ref. 3.76
Legal Frameworks applicable to the urban
fabric in the Kathmandu Valley
Source: Kai Weise

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management

151

Sample Thematic Lecture
PHILIPPINES: The DRRM Act of 2010 and the Climate Change Act of 2009 - Implementation Issues atthe Local Level, Lecture 19, International Training Course 2011
Instructor: Jerry Velasquez | Duration: 60-80 minutes

This session centred on equipping participants with the tools for integrating disaster risk management and Climate
Change Adaption (CCA) into existing local planning processes like land use and development planning and also
securing and assessing the necessary information for the same on hazards, vulnerabilities and exposure.
Disaster risk reduction and CCA should be rooted in local realities and development processes. For local
governments in the Philippines, the authority and system of comprehensive land use planning provides theopportunity for disaster risk management and CCA mainstreaming. With the advent of Disaster Risk Reduction andManagement Act of 2010 and the Climate Change Act of 2009, the time and institutions are ripe for this kind of
integration. However the latest figures from the Philippines Government show that many cities and municipalities
prepare their respective comprehensive land use plans, and most of these have not integrated the tools of risk
reduction, except for the simple hazard maps in delineating the use of land resource in their jurisdiction.
Opportunities for promoting protection and management of cultural heritage through the implementation of theDisaster Risk Management and Climate Change Laws were explained to the participantsCommunity Engagement
Summary of Content
Engaging the community and local stakeholders is an integral
aspect of the disaster risk management process. Communities
are the core of disaster risk reduction, and community based
approaches are increasingly central to national disaster risk
reduction plans. Past experience shows that communities arealways the first responders in a disaster situation, and take leadingroles in post disaster recovery. The roles of communities in predisaster preparedness are also very important.
Key aspects to be covered• Role of communities in disaster risk management.
• Role of communities in building the city’s resilience for climate
related hazards.
• Understanding and responding to the community andneighbourhoods• Advantages and limitations of community engagement initiatives• Role of community members as volunteers for emergency
response.

152 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Teaching Strategies
Lectures and Secondary Case Studies
This section may be introduced to participants throughlecturescomprised of case studies showing different community
setups and how they may be integrated as part of a response,
recovery and rehabilitation mechanism. Building awarenessamongst locals and using them for monitoring their cultural
heritage needs to be highlighted.
Image Ref. 3.77
Local community set ups vary fromplace to place. Seen here is ashura system in Afghanistan
Source: Rajib Shaw

Primary Case Study and Workshop
A role play exercise in which the participants engage invarious roles as different members of a community and otherstakeholders may be carried out to illustrate how it is possible
to reconcile different priorities through a prolonged process ofcommunity engagement.

Sample Lecture
Community Based Approaches and Disaster Risk Reduction, International Training Course, 2010
Instructor: Rajib Shaw | Duration:60 minutes

Using mapping examples of various cities in India, as well as different initiatives in Japan and elsewhere thecommunity participation approach was clearly illustrated through this lecture. 			
The session focused on community based approaches of disaster risk reduction. It is essential to understand thenature of every community by analysingits dynamics through identification of the leader, the network and hierarchy
and the systems through which the community functions. Only then can sustainable mechanisms be defined andimplemented.
The essence of Climate and Disaster Resilience Initiative (CDRI) is the concept of risk versus resilience, which
follows a three step process:• Assessment of the possible scenarios.
• Planning and prioritising actions.
• Implementation of the plan.
The prioritisation of actions for the future becomes possible for a large community of diverse stakeholders. The
five dimensions of resilience were identified as: physical, social economic, institutional and natural environmental
policies. Based on these categories, resilience mapping of a city may be undertaken, in a systematic processof planning and implementation. The potential challenges in applying this methodology were also identified, andfinally the session concluded with a discussion on town watching as a participatory tool.

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management

153

References:
Joerin J. and Shaw R. (2011): Mapping Climate and Disaster Resilience in Cities, in Shaw R. and Sharma A. (eds.): Climate and Disaster Resiliencein Cities, 47-62, Emerald Publisher, UK
Yoshida Y., Takeuchi Y. and Shaw R. (2009): Town watching as the useful tool of urban risk reduction: Case of Saijo, Japan. In: Urban Risk: An Asian
Perspective, Shaw R., Srinivas H. and Sharma A., eds., Emerald Publication, 189-206

Flow of Town Watching
1 Explanation

2 Field Work

4 Making A Map

3 Presentation
Image Ref. 3.78
The scheme of town watching as a meansof disaster prevention, a strategy being
implemented at school level in Kyoto
Source: Rajib Shaw

Mountain
Watching

Disaster Education

Lack of awarenessfor disaster prevention

MountainLess young people
Disaster Education

ElderyTown

Town
Watching
Teacher

Communication withpeople living in town

Parents

Lack of awarenessfor disaster prevention

Community

Disaster Education

Student

Safety?

Enviornment Education

Elementary
SchoolTeacher
Safety Education

Student

Junior HighSchool154 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

To enhance disaster prevention network
Source: Rajib Shaw

Communication Tools and Media
Summary of Content
This section explores various forms disaster risk management
plan can take, for instance:• A brochure, poster or pamphlet for community members
and local stakeholders.
• A detailed report for state and city agencies.
• A handbook or guide for site managers and other heritage
professionals.
This section also takes into account new media such as
internet portals and on-line services as well as technologies
such as GIS and satellite mapping which may be usedeffectively to disseminate the plan to a large audience. It covers
aspects of updating and reviewing the plan through an active
dialogue which may be addressed through workshops andcommunity participation, linking it back to the previous section
within the module as well as the final section on implementationof the disaster risk management plan. It discusses the scopeand extent for a disaster risk management plan depending on
the number of agencies involved, and how to store and accessthe plan as needed.

Teaching Strategies
Core Lectures with Secondary Case Studies 			Lectures on various types of disaster risk management planformats may be given to participants explaining their relevancein certain contexts. Secondary case studies of various disasterrisk management plans and portals may be used to illustratethese.

Image Ref. 3.79
For the disaster risk management Plan,
Kathmandu Valley, used as a secondarycase study for this module, a seriesof 7 handbooks were prepared andcorresponded with 7 plans of action
Source: Kai Weise

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management

155

Implementation and Review of Plans
Summary of content
The final stage enables participants to better understandthe significance of having an implementation strategy for
their disaster risk management plans and various aspects ofimplementation, including financing, judicious use of time andresources as well as the need for constantly updating andreviewing the plan. At this stage participants may be evaluatedfor their progress, based on the disaster risk management
plan they may have prepared or alternatively through a formalinteraction.			
Key aspects to be covered:• Importance of an implementation strategy and monitoringmechanisms. A cohesive implementation strategy
should integrate with legal instrument, site management
systems and clearly outline the scope of each stage for
implementation.
• Outline of various activities or projects as part of
implementation.
• Timeframe for their implementation and phasing ofactivities/ actions.
• Identifying financial resources required, and funding
strategies.
• Identifying existing and additional human resources
needed for each stage of implementation.
• Distribution of responsibilities amongst key management
agencies and other institutions/departments.
• Periodic review based on the effectiveness of the plan after
implementation as well as in the lightof experience with any
additional emergencies.
• Training and capacity-building activities.

Teaching Strategies
LectureLectures comprised of secondary examples of previously
existing and implemented disaster risk management plans forheritage sites that highlight the stages in implementation andthe various strategies involved and reasons for their successful
or unsuccessful implementation.

156 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Completion and Presentation of Participants’ Case
Study Projects
These may be based on the final set of lectures in thismodule. Participants could use this opportunity to evaluate
their own plans and strategies through group discussions andinteractions with the various instructors.
Workshop
A workshop may be organised to prepare an action planfor implementation of disaster risk management strategies
prepared by the participants for primary case study or
participants’ case study sites. These workshops may also be
combined with different modules depending on the length andfocus of the course.

Disaster mitigation and risk preparedness management plan
Short-term : in a year

Government Site office

Local govern. Police

Community NGOs

Result or Achievement

Mid-term : in 10years

Long-term : in 50years• Basic extinguish tool
• Various manual, education• New facility(hydrant, tank)• Suggest special condition tosurrounding shops, etc• Conservative tree select , prepare
adoptable plan
• Upbring succession tree anddesignate as N.H.
• Thinning out trees• In case of rebuilding/repair,consider
installation of disaster mitigation
facilities• Adoptable restoration plan

• Change gas tube to safe material as
flexible and safe
• Intensify guard system• Monitor ex-convict of fire and arson• Intensify design guideline onrenovation, repair of building refer torelated law• Give subsidy in case of traditional
housing• Designate as a traditional village orsite• Education on disaster, risks,vulnerability, etc• Keep regulation and know heritage’svalue• Education to community orneighborhood on their role
• More visitors• Install private/public fire
extinguishment system• Sustain its ritual ceremony• Get intensified safety to cultural
heritage• Create sense of community• Community• Traditional circumstance• Strengthen value of the heritage• Traditional scene of 19th
• Traditional residence area
• Addition of new cultural heritagevalue

An implementation diagram for Jongmyo Royal Shrine, Korea was prepared by the participant of the2012 International Training Course- Sangsun Jo. The shrine is a UNESCO World Heritage Site datingback to the 13th century and is most vulnerable to fires and earthquakes. Given the multiple stakeholders
involved in the management of the site, various roles for implementation of the disaster risk management
plan were delineated by the participant and assigned to different parties.

Section 3.6 | Integrating Disaster Risk Management into Overall Planning and Management

157

Section 4
Conclusion

158 Training
A Training
Guide
Guide
| Disaster| Disaster
Management
Risk Managementin Heritageof Cultural
Buildings
Heritage in Urban Areas4.1 Conclusion of the Course and Evaluation...160• Assessing participants’ progress ......................160• Assessing the course......................................162

4.2 Linking the Course to Long Term Capacity
Building Initiatives ......................................164• Fostering partnerships through training...............164

Section 4 | Conclusion

159

4.1 Conclusion of

the Courseand Evaluation
Depending on the format of the course, the concluding session
may consist of the participants presenting their completedcase study projects to an expert jury and their peers. Thissession can be used as a tool to evaluate the progress ofthe participants and also enable the course coordinators andresource people to receive feedback from the participants.
A formal grading system can be implemented, especially forthe longer courses that may extend beyond two weeks. The
objectives of the course, outlined in Section 1 of this Guide,
could potentially serve as benchmarks.

Assessing Participants’ Progress
The progress of participants can be evaluated during thecourse through their participation in workshops, practical
exercises and the discussion sessions where each module
would be discussed before proceeding to the next stage ofthe course. Depending on the length of the course and thespecific objectives, a more exhaustive evaluation process could
be initiated. This would be possible in the training courses
extending over a week.
A presentation of a disaster risk management plan preparedby the participants, individually or in groups, encompassing all
the modules of the training course could also serve as a toolfor evaluation. The preparation of the disaster risk management
plan as a primary case study project is not only a usefulpedagogical tool, but also a useful tool for evaluating theparticipants’ progress.
In the International Training Course series organised by
RitsDMUCH, the participants are also asked to prepare posters
highlighting key aspects of their disaster risk management plan.
These posters are an important source for raising awarenessamong the larger audience who are invited to attend thepresentation. A public forum may also be organised along with
160 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban AreasImage Ref. 4.1
One of the participants preparing theposter based on the Disaster Risk
Management Plans for respective casestudy sites in their home countries.
Source: Rohit Jigyasu

the training course to exhibit these posters and inviting someparticipants to present their Disaster Risk Management plans.
Parameters for assessment of participants based on the disasterrisk management plan:• Clear statement of the main objectives of formulating
the plan, the scope, target audience and the agencies
responsible for its implementation.
• Description of processes, dependent on different values andrisks identified for a specific heritage site or property.
• Identification of each stage in the disaster risk management
planning process. A clear idea of time periods, resources
and policy frameworks required for implementation.

Image Ref. 4.2
Final posters on disaster risk management
plans for case study sites from their homecountries prepared by the participants.
Source: Rohit Jigyasu• Links with the overall planning framework for the heritage site
along with regional and national planning frameworks.
• Providing clear, flexible and practical guidance for the sitemanagers, experts and their teams.
• Development of viable pilot projects/activities to beundertaken by the participants

Section 4 | Conclusion

161

Assessing the Course
At the conclusion of the training course, the organisers should
assess its progress; quantitatively, in terms of resource
utilisation as well as qualitatively, in terms of how successful
the various modules were in achieving the objectives of theorganisers and the expectations of the participants. This is an
opportunity to ensure that a prolonged exchange of knowledge
and skills in this area is initiated and a network of experts andprofessionals are established at the local, regional and national
levels. This exercise also ensures that a database is created
for the organisers, that enables them to better design future
courses. Such evaluation can be conducted either throughdetailed discussions at the end of the course or throughquestionnaires filled out by the participants. The latter approach
is sometimes more effective as it allows the participants toarticulate their views anonymously.

162 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Sample Format for Assessment and Review of the Course
Section 1: Summary of the Course
Brief report on the progress of the course prepared by organising body.
Section 2: Resource Usage
Human resources used: academic staff, coordinators of the course, managerial and clerical staff. Managers andstaff of sites that may have been visited as part of the course should also be enumerated.
Financial resources used: Funding from various sources, which funds were utilised for what purpose.
Material resources used: Resources such as venues, basic material used during the course including stationary,measuring instruments, equipment etc. should be listed
Section 3: Activities
Academic Activities constituting the course with following details on each module:• Title and expected results for each lecture, workshop, etc.
• Duration.
• Target groups.
• Geographical coverage for partners and participants.
• Intended use of results.
Details of supporting activities which may be held simultaneously or in succession to the course:• Conferences/ Meetings and Seminars• Partnerships and exchange courses between institutions and organisations
Section 4: OutcomesAn outcome map of the course utilising feedback from the participants and the lecturers should be used to
identify the successes of the course and also the gaps in the teaching process so that these may be addressed in
the future. A short-term review should be supplemented by following up with participants and lecturers to assess
whether the course had the desired impact envisioned by the organisers. At the conclusion of the course, thehighlights of the proceedings along with what was learned could be summarised for generating further discussion
on the subject and cementing the network of professionals and experts involved.
Section 5: Future Activities

Section 4 | Conclusion

163

4.2 Linking the Course
to Long Term Capacity
Building Initiatives

Fostering Partnerships throughTraining
One of the key objectives of organising this type of course
is building a resource bank of research on the subject and,
constructing a robust international scientific network to build
institutional capacity over an extended period of time. This may
be achieved by ensuring that such courses are organised as apart of a long-term strategy of capacity building.
Some possibilities for integrating the course with other strategies
have been listed below:• Encouraging long-term commitments from participants inthe form of concrete proposals for implementing disaster risk
management for cultural heritage and outlining a long-termschedule of activities in their respective regions.
• Providing sustained mentorship and support, beyond
the scope of a training course. This may be throughinformal and formal partnerships or mentorship programmes
where participants receive expert guidance through webbased platforms while setting up disaster risk management
strategies. If resources are available, the participants canbe again brought together to present their activities during
distance mentoring phase and learn from each other’sachievements.
• Using new technologies and media to stay connected
as an active participatory network. Social media andthe Internet can be used effectively to foster long distanceinteractions and sustain a vibrant network of professionals.
Furthermore, such a system can be used to deliver thecourse in an adapted format through online portals. This isespecially relevant in scenarios where it may be difficult tophysically organise a course, due to complex issues on site.

164 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Disaster Risk Preparedness and Management, UNESCO World Heritage Site of Berat,
Albania organsied by UNESCO and ICCROM
Duration: 19 – 24 November, 2011 (5 days on site) | 6 months (Mentorship, offsite) | 3 days (concluding workshop, on site)

The workshop was developed through a participatory methodology and upon the newly issued Resource Manualfor Managing Disaster Risks for World Heritage - which focused on one specific approach to the principles,
methodology and process for managing disaster risks at cultural and natural World Heritage properties.
Special focus was devoted to risk preparedness for earthquakes and fires, through the participation of highly
qualified international experts on such fields of expertise. The objectives were to raise awareness amongprofessionals and responsible agencies for the need to develop appropriate disaster risk management plans, toraise capacity in developing appropriate regimes of risk management in major cultural sites of Albania and to lay
the groundwork for the development of a disaster risk management plan in selected cultural sites that could act asa model for other sites both in Albania and in the whole region.
The workshop intended to bring together heritage professionals from Albania and provide them with knowledge
on current thinking, methods and tools available for the preparation of disaster risk management plans. This wasdone through team work exercises that formed the basis for further developing a site management plan by therespective site management authorities. This plan was scheduled to be delivered and presented on the occasionof the final workshop on disaster risk preparedness and management in cultural sites scheduled in Albania inspring 2012.
Trainees were able to rely on adequate coaching support after the end of the training and were presented with acertificate of attendance upon delivery of a draft framework of a management plan on risk preparedness.

Image Ref. 4.3‘World Heritage Town of Berat in Albania:
the Site for the International Training
Workshop in 2011 and 2012
Source: Rohit Jigyasu

Section 4 | Conclusion

165

ICOMOS-ICORP E-Learning Course on “Protection of Syria’s Cultural Heritage in thetimes of Armed Conflict” organised in cooperation with ICCROM and DGAM Syria, 		
7-8 January 2013
During extended periods of armed conflict, it becomes difficult for the international community and experts toknow the extent of damage to cultural heritage on the ground and plan for an emergency response. These typesof conflict also make it difficult for international experts to participate in the recovery and also to prevent further
damage. In such difficult situations, information technology and new media can be harnessed by the international
community for building the capacity of heritage managers to monitor and plan for an emergency response.
In 2012 ICOMOS International Scientific Committee on Risk Preparedness (ICORP) planned a programme forthe protection of cultural heritage in Syria during the ongoing conflict in the country, which permitted gathering
information and creating a database of damaged heritage sites and an exchange of information and knowledge
between Syrian professionals and international experts.

Image Ref. 4 .4
Lecturers answering participants’ questions
during an e-learning course on “Protecting
Syria’s cultural heritage in the times of
Armed Conflict.”
Source: Rohit Jigyasu

166 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Section 4 | Conclusion

167

Abbreviations
DRM Disaster Risk Management
ICCROM International Centre for the Study of the Preservation and Restoration of Cultural Property
UNESCO United Nations Educational, Scientific and Cultural OrganizationOUV Outstanding Universal Value
WHC World Heritage Centre
EWSS Environmental Water Supply System
RitsDMUCH Research Center for Disaster Mitigation of Urban Cultural Heritage, Ritsumeikan University
ICOMOS International Council on Monuments and Sites
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNISDR United Nations International Strategy for Disaster Risk Reduction
ICOM International Council of Museums
ICORP International Committee on Risk Preparedness

Technical Terms
Climate change: A change in climate which is attributed directly or indirectly to human activity thatalters the composition of the global atmosphere and which is in addition to natural climate variability
observed over comparable time periods (United Nations Framework Convention on Climate Change;
http://unfccc.int/).
Disaster: A serious disruption of the functioning of a community or a society causing widespread
human, material, economic or environmental losses which exceeds the ability of the affected
community or society to cope using its own resources (www.unisdr.org).

Emergency: An unforeseen combination of circumstances or the resulting state that calls for
immediate action (Merriam Webster Online Dictionary, www.m-w.com).

Hazard: Any phenomenon, substance or situation, which has the potential to cause disruption ordamage to infrastructure and services, people, their property and their environment (Abarquez and
Murshed, 2004).

168 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Mitigation: Taking action in the timeframe before a disaster to lessen post-event damage to lives andproperty. In risk management, many hazards such as earthquakes cannot be reduced, but the risk
from that hazard can be reduced, or mitigated, for example by constructing earthquake-resistantbuildings, or shelves that prevent objects from sliding off. The former is structural mitigation, the latter is
non-structural.

Prevention: Measures taken to reduce the likelihood of losses. Ideally, these measures would seek toreduce losses to zero, but this often is not possible. Key question: How much prevention do you needto undertake?

Recovery: The process of returning the institution to normal operations, which may also involve therepair and restoration of the building or site.

Response: The reaction to an incident or emergency to assess the damage or impact to the site andits components, and actions taken to prevent people and the property from suffering further damage.

Risk: The chance of something happening that will have an impact upon objectives. (Emergency
Management Australia, 2000).

Vulnerability: The susceptibility and resilience of the community and environment to hazards.
‘Resilience’ relates to ‘existing controls’ and the capacity to reduce or sustain harm.
‘Susceptibility’ relates to ‘exposure’ (Emergency Management Australia, 2000).

World Heritage property: World Heritage properties are those defined in Articles 1 and 2 f the World
Heritage Convention and inscribed on the World Heritage List on the basis of their outstanding
universal value, which is fulfilled through meeting one or more of criteria (i)–(x) in the Operational
Guidelines for the Implementation of the World Heritage Convention (UNESCO / WHC, 2008a).

Compiled list sourced from: UNESCO, (2010). Managing Disaster Risks for World Heritage. Paris: UNESCO.

Technical Terms

169

Relevant charters andRecommendations
Convention concerning the Protection of the World Cultural and Natural Heritage, UNESCO, 1972.
http://whc.unesco.org/archive/convention-en.pdf
Final Recommendations of the International Course on Preventive Measures for the Protection of Cultural Property
in Earthquake Prone Regions, Skopje, Yugoslavia, 1985. (Stovel, ICCROM, 1998)
Conclusions and Recommendations of the International Workshop on Structural and Functional Rehabilitation of
Housing in Historic Buildings in Seismic Regions, Mexico City, 1986. (Stovel, ICCROM, 1998)
Council of Europe, Committee of Ministers, Recommendation No. R(93)9 of the Committee of Ministers
to Member States on the Protection of the Architectural Heritage against Natural Disasters, adopted by
the Committee of Ministers on 23 November 1993 at the 503rd Meeting of the Ministers’ Deputies.
(ICOMOS Heritage at Risk, H@R, 2008)
Declaration of Quebec, Ist National Summit on Heritage and Risk Preparedness, Quebec City, Canada, 1996.
(Stovel, ICCROM, 1998)
The Kobe/Tokyo Declaration on Risk Preparedness for Cultural Heritage, Kobe/Tokyo International Symposium on
Risk Preparedness for Cultural Properties, 1997.
Radenci Declaration, Blue Shield Seminar on the Protection of Cultural Heritage in Emergencies and Exceptional
Situations, Radenci, Slovenia, 12–16 November 1998. http://www.ifla.org/VI/4/admin/emergcy.htm
Declaration of Assisi by ICOMOS Scientific Committee for the Analysis and Restoration of Structures ofArchitectural Heritage, 1998. (Stovel, ICCROM, 1998)
Torino Declaration. Resolutions of the First Blue Shield International Meeting, Torino, Italy, 2004.
http://www.ifla.org/VI/4/admin/torino-declaration2004.pdf
Kyoto Declaration 2005 on the Protection of Cultural Properties, Historic Areas and their Settings from
Loss in Disasters (adopted at the Kyoto International Symposium 2005 ‘Towards the Protection ofCultural Properties and Historic Urban Areas from Disaster’ held at Kyoto Kaikan on 16 January 2005);
http://www.international.icomos.org/xian2005/kyoto-declaration.pdf
Recommendations of the UNESCO/ICCROM/Agency for Cultural Affairs of Japan – Thematic Meetingon Cultural Heritage Risk Management, World Conference on Disaster Reduction, Kobe, 2005.
http://australia.icomos.org/wp-content/uploads/Japan-recommendations.pdf
UNESCO / WHC. 2006. Strategy Document for Reducing Risks from Disasters at World
Heritage Properties. World Heritage Committee, 30th Session, Vilnius, Lithuania, 8–16 July 2006.
http://whc.unesco.org/download.cfm?id_document=6525
Declaration on the Impact of Climate Change on Cultural Heritage, International Workshop on Impact of Climate
Change on Cultural Heritage, New Delhi (India), 22 May 2007. (ICOMOS News, June 2008)
Compiled list sourced from: UNESCO, (2010). Managing Disaster Risks for World Heritage. Paris: UNESCO.
170 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

List of Resource
Persons
Resource Persons for the International Training Course on
Diaster Risk Management of Cultural Heritage organised by
RitsDMUCH, Kyoto

ARAOZ Gustavo, U.S.A.

CROCI Giorgio, Italy

ISHIZAKI Satoru, JapanICOMOS, President

Faculty of Engineering,
University of Rome La Sapienza
Professor

Disaster Prevention and Crisis
Management Office, Kyoto City
Fire Department, Director

FUKAGAWA Ryoichi, Japan,

ITAYA (USHITANI) Naoko,
Japan, Research Center for

BOCCARDI Giovanni, Italy
UNESCO World Heritage
Centre, Chief of Asia and Pacific
Unit

CHIBA Moe, Japan
UNESCO Office in New Delhi,
Programme Specialist for Culture

CHIOU Shang-Chia, Taiwan
National Yunlin University of
Science and Technology,
Vice President

Deaprtment of Civil Engineering,
College of Science andEngineering, Ritsumeikan
University, Professor

FURUKAWA Aiko, Japan
Department of Urban
Management, Kyoto University,
Associate Professor

GILL Victoria, Philippines
CHOI Byungha, Korea
CHA Korea (Rep.of)
Appointed expert of Historic Sites

COLE Sue, United Kingdom
National Advice team, English
Heritage, London UK,
Senior International Advisor

ICORP Member, Consultant,
Endangered Heritage, Manila

HASEGAWA Naoji, Japan
Agency for Cultural Affairs ofJapan , Senior Specialist for Cultural
Properties, Architecuture Division

HIRAOKA Yoshihiro, Japan
Architecure Design Laboratory,
Department of Design
Information, Miyagi University,
Professor

Disaster Mitigation of Urban
Cultural Heritage(DMUCH),
Ritsumeikan University,
Associate Professor

IZUNO Kazuyuki, Japan
Deaprtment of Civil Engineering,
College of Science andEngineering, Ritsumeikan
University, Professor

JIGYASU Rohit, India
Research Center for Disaster
Mitigation of Urban Cultural
Heritage(DMUCH), Ritsumeikan
University UNESCOCHAIRHOLDER Professor /President of ICOMOS-ICORP,
Professor

KAISER Colin		
UNESCO Office in Kathmandu
Former Head of Office & UNESCO
Representative to Nepal
List of Resource Persons

171

KAMIYAMA Makoto, Japan
Department of Environmental
Information Engineering, Tohoku
Institute of Technology, Honorary
Professor and Guest Researcher

KANEGAE Hidehiko, Japan

MASUDA Kanefusa,Japan
Research Center for Disaster
Mitigation of Urban Cultural
Heritage(DMUCH),Ritsumeikan
University, Former Professor and
UNESCO Chair holder

OKAMOTO Tomio, Japan
Kyoto City Fire Department
Board Member, First AssistantChief of Fire Department

OKUBO Takeyuki , Japan

College of Policy Science(Planning), Ritsumeikan
University, Professor

MOFFATT Sebastian, Canada
CONSENSUS Institute Inc.,
President and CEO

Deaprtment of Civil Engineering,
College of Science andEngineering, Ritsumeikan
University, Professor

KING Joseph, U.S.A.

MORITA Minoru, JapanOMORI Hikokazu, Japan

ICCROM , Sites Unit Director

Curatorial Board, Kyushu
National Museum, Director

OMORI Architectural Office
Exectutive Director, Chief
Technical Expert of Cultural
Property Building Repair /Restoration, Expert of Fire-Fighting
Equipment

KITAGAWA Daijiro, Japan
ICCROM, Former Project Manager

MURAKAMI Yasumichi, JapanKIYONO Junji, Japan

Hyogo Prefecture Board of
Education, Director of Cultural
Asset Division

Department of Urban
Management, Kyoto University,
Professor

NAGAMATSU Shingo, Japan

KONDO Tamiyo, Japan

Disaster Reduction and Human
Renovation Institution,
Research Fellow

Disaster Reduction and Human
Renovation Institution
Research Fellow

MACHIDA Yoshinori, Japan
Disaster Prevention andCrisis Management Office,Administrative and Budgetary
Bureau, Kyoto City, Manager

MAENO Masaru, Japan
Japan ICOMOS National
Committee, Architect, Former
President

MASKEY Prem Nath, Nepal

NAITO-AKIEDA Yumi Isabelle,
Japan, Graduate School ofConservation, Tokyo Universityof Arts, Part-time Lecturer

NARITA Masatoshi, Japan
Cultural Asset Protection Office,
Board of Education, Sasayama
City, Assistant Manager

OKADA Atsumasa,Japan
Research Center for Disaster
Mitigation of Urban Cultural
Heritage(DMUCH) Ritsumeikan
University, Visiting Professor

Department of Civil Engineering,
Institute of Engineering,Tribhuvan
University, Nepal, Professor

172 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

ORISAKA Kazuya, Japan
Disaster Prevention and Crisis
Management Office, Kyoto
City Fire Department, AssistantManagerPERÄHUHTA Minna, Finland
Ministry of the Environment,
Senior Architect

RANJITKAR Rohit, Nepal
Kathmandu Valley Preservation
Trust (KVPT) Patan, Lalitpur
District, Nepal, Director

RICHON Marielle,France
Section for Communication,
Education andPartnerships(CEP), UNESCOWorld Heritage Centre(WHC,
Programme Specialist

RIDDETT Robyn, Australia
Anthemion Consultancies
Melbourne, ICORP Member,
Director

SAIMOTO Kenji, JapanSUMANOY Lazar, Macedonia

TSURUOKA Noriyoshi, Japan

Hyogo Heritage Organization,
Director

ICORP Member, Chair, HaitiMacedonia Steering Committee

Cultural Assets Division, Boardof Education, Kyoto Prefecture,
Cultural Property Specialist

SAKO Kazunari, JapanSUZUKI Shingo, Japan

Deaprtment of Civil Engineering,
College of Science andEngineering, Ritsumeikan
University , Associate Professor

Disaster Reduction and Human
Renovation Institution,
Research Fellow

SATOFUKA Yoshifumi,Japan
Deaprtment of Civil Engineering,
College of Science andEngineering, Ritsumeikan
University, Professor

TURNER Michael, Israel

TAKAHASHI Akatsuki, Japan

UNESCO Chair in Urban Design
and Conservation Studies,
Bezalel Academy of Arts andDesign, Jerusalem, Israel,
Professor

UNESCO Office for the PacificStates, Programme Specialist for
Culture

UMEZU Akiko, Japan

TAKEDA Shiro, Japan

Agency for Cultural Affairsof Japan, Senior Specialist for
Cultural Properties

Graduate School ofEngineering, Kyoto University,
Professor, Dr.Eng.

Department of Architectureand Urban Design, Collegeof Sceince and Technology,
Ritsumeikan University,
Associate Professor

SHANKER Pratyush, Nepal

TANAKA Takeyoshi, Japan

Faculty of Architecture, CEPT
University, Ahmedabad, India,
Assistant Professor

Disaster Prevention ResearchInstitute, Kyoto University,
Professor, Dr. Eng.

SHAW Rajib, JapanTANDON Aparna, India

Graduate School of Global
Environmental Studies, Kyoto
University, Associate Professor

ICCROM, Project Specialist

YAMASAKI Masafumi, JapanTIWARI Sudarshan Raj, Nepal

Department of Architectureand Urban Design, Collegeof Sceince and Technology,
Ritsumeikan University,
Professor

SCAWTHORN Charles,U.S.A.

SHIMOTSUMA Kumiko, Japan
Agency for Cultural Affairs ofJapan, Senior Specialist for Cultural
Properties

SUBBA Mahendra,Nepal
Department of Urban
Development and Building
Construction, Ministry ofPhysical Planning and Works,
Government of Nepal

Department of Architecture,
Institute of Engineering,Tribhuvan
University, Nepal, Professor, Headof Department

VELASQUEZ Jerry,
Philippines, UN/ISDR Asia
& Pacific, Senior Regional
Coordinator

WEISE Kai Ube Prasad,
Nepal, Planners’ Alliance for
the Himalayan & Allied Regions( PAHAR Nepal ), Architect

YANO Keiji, Japan
TOKI Kenzo, Japan
Research Center for Disaster
Mitigation of Urban Cultural
Heritage(DMUCH), Ritsumeikan
University, Director, Professor

Department of Humanities,
Geography Major, College ofLetters, Professor

YI MyungSun, Korea
Cultural Heritage Risk
Management Division, Heritage
Policy Bureau, Cultural Heritage
Administration of Korea, Deputy
Director
List of Resource Persons

173

List of Participants
List of Partcipants of the International Training Course on Diaster
Risk Management of Cultural Heritage(2006-2012) organised by
RitsDMUCH, Kyoto

2006
KODIRA Poonacha, India

AYUATI Manggar, Indonesia

JEONG Seok, Korea

Archaeological Survey of India,
Ministry of Culture,
Director (Conservation )Dept. of Cultural and Tourism,
Center for Preservation ofCultural Heritage of Yogyakarta
Province, Supervisor of Rescue on
Preservation Division

Tangible Cultural Heritage
Bureau, Cultural Heritage
Administration, Republic ofKorea, Government employee ofModern Construction Field

QURESHI Fauzia, Pakistan

SHIN Woongju, Korea

National College of Arts, Lahore
Head, Department of Architecture,
National College of Arts

Dept. Interior Archtecture,
Chosun College of Science andTechnology, Concurrent Professor

KARANTH Anup, India
United Nations Development
Programme (UNDP) India,
Project Coordinator - Urban
Earthquake Vulnerability Reduction
Project

Sektiadi, Indonesia

KHADIM Hussain, PakistanDept. of Archaeology, Faculty of
Culture Sciences, Gadjah Mada
University, Lecturer

Rural Development Policy
Institute, Coordinator, Disastermanagement Desk RDPI

2007
AKHAND A.K.M. Monowar
Hossain, Bangladesh

CORRALES PEREZ Maria Del
Carmen, Peru

Ministry of Home Affairs, GOVT.
of Bangladesh, Deputy Secretary

Instituto Nacional De Cultura,Architect of the conservation and
Restoration Sub Direction

ALAM Md. Rafiqul,
Bangladesh
DWIP UNNAYAN SONGTHA(DUS) / Island Development
Association,Executive Director

QUADRA Eric, Philippines

GIBU YAGUE Patricia Isabel,
Peru
Japan-Peru Center for
Earthquake Engineering
Research and Disaster
Mitigation, Chief of Laboratory ofStructures

LGU-Vigan City, Architect
174 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

HE Cuiyu, China
Protection and Management
Bureau of World Cultural
Heritage Site- the Old Townof Lijiang, Staff of Engineering &Project DeptCONCEPCION Glen,
Philippines
City Government of Vigan,
City Disaster Action Officer and City
Environment & Natural Resources
Officer

HE Shijun, China
Protection and Management
Bureau of World Cultural
Heritage Site- the Old Townof Lijiang, Officer of Protection &Construction Office

2008
WEISE Kai Ube Prasad,Nepal

DORJI Choening, Bhutan

NEJATI Mahmoud , IRAN

Planners’ Alliance for the
Himalayan & Allied Regions (PAHAR Nepal ), Architect

Division for Conservation of
Heritage Sites, Department
of Culture, Ministry of Home
& Cultural Affairs, Royal
Government of Bhutan, Architect

Recovery Project of Bam’s
Cultural Heritage Deputy of
Research & Technical, Consultant

TENZIN Karma, Bhutan

Department of Conservation,
Iran University of Science andTechnology, Assistant Professor

RAJBHANDARI Suman
Narsingh, Nepal
Nepal Engineering College,
Assistant Professor

FILIPOVIC Ivana, Serbia

Tashichhodzong Maintenance
Division, Dzongkhag
Administration, Civil Engineer

MEHDIZADEH SARADJ
Fatemeh, IRAN

Cultural Heritage Preservation
Institute of Belgrade,
Architect Conservationist

2009
YU Rong, China
Wenhua College, Huazhong
University of Science andTechnology, Lecturer

DING Yuan, China
Tongji University, National
Historic Cities Research Center
Researcher

THAPALIYA Ramesh, Nepal
World Heritage Conservation
Section / Ministry of Culture andState Restructuring, Departmentof Archaeology, Architect

SHRESTHA Suresh Suras,
Nepal
Ministry of Culture and State
Restructuring, Departmentof Archaeology, Archaeological
Officer

BROWN Pauline, Jamaica
Office of Disaster Preparedness
and Emergency Management,
Senior Director

CIOCANU Sergius
Moldova Institute of Cultural
Heritage of the Academy of
Science of Moldova / ICOMOS
Moldova National Committee
Republica Moldova,
Head Scientific Researcher

SURUCEANU Valeria
Moldova National Art Museumof Moldova, Curator

BROOKS Audene, Jamaica
Jamaica National Heritage Trust
Senior Archaeologist
List of Resource Persons

175

2010
TSHERING Dechen, Bhutan

NGIRMANG Sunny, PalauGROZDANIC Milica, Servia

Division for Conservation of
Heritage Sites, Department
of Culture, Ministry of Home
& Cultural Affairs, Royal
Government of Bhutan,
Structural Engineer

Bureau of Arts & Culture, Palau
Historic Preservation Office,Palau National Registrar

Cultural Heritage Preservation
Institute of Belgrade, Director

HUAPAYA Teresa Vilcapoma
Peru

MUKAI Junko, Bhutan

Sagrado Corazon University,
Univeristy Professor

Division for Conservation of
Heritage Sites, Department
of Culture, Ministry of Home
& Cultural Affairs, Royal
Government of Bhutan,
Deputy Chief Conservation Architect

MENDOZA SHIMADA
Olga Keiko, Peru Ritsumeikan

DWIGHT Alexander G, Palau
Bureau of Arts & Culture,
Ministry of Community &Cultural Affiars, Director, Historical
Preservation Officer

University, Graduate School of
Science & Engineering
Doctor Course Student, JSPS,
Research Fellow

TERRONES DIAZ Marilene,
Peru
Sagrado Corazon University,
Univeristy Professor

MARKOVIC Svetlana
Dimitrijevic, Servia
Cultural Heritage Preservation
Institute of Belgrade, Architect-Conservator - Senior Associate

GUL UNAL, Zeynep
Turkey Yildiz Technical
University, Faculty ofArchitecture, Restoration
Department, Assistant Professor, Dr.

VATAN KAPTAN Meltem, Turkey
Yildiz Technical University, Facultyof Architecture, Structural Systems
Division, Research Assistant, PHD
Student

2011
KIGONGO Remigius,Uganda

SHARMAJanhwij, India

Department of Museums andMonuments, Conservator Sites andMonuments / Site Manager

Archaeological Survey of India,
Ministry of Culture, Director(Conservation and World Heritage)

Office of Disaster, Preparedness
and Emergency Management,
Training Manager

WEI Qing, ChinaSHIKDER Md.Aamir Hossain,
Bangladesh

MWAHUNGA Julius, Kenya

PEREZ OCEJO Jose Ramon,
MexicoRINCON Celina, Colombia
Ministry of Culture Assessor for
the Heritage, Director Office

NICHOLS Cheryl, Jamaica

Ministry of State for National
Heritage and Culture,Deartment
of Culture, Senior Cultural Officer

Cultural Heritage Conservation
Center, THAD, Deputy Director

Universidad de las Américas( Puebla, MEXICO),Part time
Teacher

176 A Training Guide | Disaster Risk Management of Cultural Heritage in Urban Areas

Bangladesh Municipal
Development Fund (BMDF),
Urban Local Body Coordinator

WANG Yu, China (Norway)
Urban Design and Planning
Department, Norweigian
University of Science andTechnology (NTNU),PhD Candidate

2012
YEE SHOW Suzie, Fiji

BIN HAJI NOR Rosli, Malaysia

SHAMIM Usman, Pakistan

ICOMOS PASIFIKA,
Secretary General

Melaka World Heritage Office,Head of Melaka World Heritage Office

Kuchlak Welfare Society ( KWS )Programme Officer

LAKHANI Vikas, India

LEI WIN Ni, Myanmar

Gujarat State Disaster
Management Authority,
Sector Manager

World Concern Myanmar, Relief
Recovery and Development
Project in Myanmar,
Communication Officer

YAHAMPATH Poorna,
Sri Lanka

JO Sang sun, Korea
Heritage Repair Division,
Cultural Heritage Administrationof Korea, Research Associate andcurator

McCRACKEN Helen,
New Zealand
Ministry for Culture and Heritage,
Policy Adviser-Heritage

Central Cultural Fund - Sri Lanka
External Resource Person / Consultant
For Director General

YILDIRIM ESEN Sibel, Turkey
Ministry of Culture and Tourism,
Conservation Architect

List of Resource Persons

177